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首页> 外文学位 >A COMPARATIVE STUDY OF TEACHING SCIENCE (BIOLOGY) AS INQUIRY VERSUS TRADITIONAL DIDACTIC APPROACH IN NIGERIAN SECONDARY SCHOOLS. (VOLUMES I AND II).
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A COMPARATIVE STUDY OF TEACHING SCIENCE (BIOLOGY) AS INQUIRY VERSUS TRADITIONAL DIDACTIC APPROACH IN NIGERIAN SECONDARY SCHOOLS. (VOLUMES I AND II).

机译：尼日利亚初中教学科学（生物学）与传统发问方式的对比研究。 （第一和第二卷）。

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摘要

This study is a comparison of achievement in biology by Nigerian secondary school biology students (tenth graders), when taught either by the inquiry method or the traditional (lecture) method. It was undertaken to address two major questions: (1) what effect, if any, would inquiry as a pedagogical method have on the Nigerian science student in terms of cognitive achievement in science? (2) could the level of pupil understanding of science and scientific processes be improved by teaching science as inquiry?;Analysis of covariance was used to analyze students' scores. The results show that students in the inquiry group attained a significantly higher level of achievement than students in the traditional group. Based on these results, it is concluded that (1) teaching science as inquiry significantly enhances Nigerian students' achievement in science; (2) the inquiry method is a more effective method of teaching science than the traditional lecture method.;A teacher training package was developed by this investigator. The training package consisted of two main parts. Part one consisted of (a) strategies for laboratory activities; (b) questioning strategies; (c) strategies for discussion activities and (d) the observation instrument used to monitor teacher classroom activities. Part two contained inquiry-oriented lessons. The development of the package was based on the inquiry approach contained in Biology Teachers' Handbook (2nd Ed., 1970). The package was used to train teachers during a workshop organized by this investigator. Only teachers in the inquiry (experimental) group were trained. Teachers in the traditional (control) group were not trained. A biology content test, based on the tenth grade biology syllabus as specified by the West African Examinations Council (WAEC), was developed by the investigator, and used to measure students' achievement in biology.
机译：这项研究是对尼日利亚中学生物学学生（十年级学生）通过探究方法或传统（讲座）方法授课的生物学成绩的比较。这样做是为了解决两个主要问题：（1）就科学的认知成就而言，探究作为一种教学方法将对尼日利亚理科学生产生什么影响（如果有的话）？ （2）可以通过将科学作为探究性教学来提高学生对科学和科学过程的理解水平吗？；使用协方差分析来分析学生的分数。结果表明，探究组的学生比传统组的学生获得了更高的成就水平。根据这些结果，可以得出以下结论：（1）将科学作为探究性教学将大大提高尼日利亚学生的科学成就； （2）探究法比传统的讲课法是一种更有效的教学科学方法。培训包包括两个主要部分。第一部分包括：（a）实验室活动策略； （b）提问策略； （c）讨论活动的策略和（d）用于监测教师课堂活动的观察工具。第二部分包含面向查询的课程。该软件包的开发基于《生物教师手册》（第二版，1970年）中的询问方法。该调查包在该研究人员组织的研讨会上用于培训教师。仅调查（实验）组中的教师受过培训。传统（对照组）小组的教师未受过培训。研究人员根据西非考试委员会（WAEC）制定的十年级生物课程大纲进行了一项生物学内容测验，用于衡量学生的生物学成绩。

著录项

  • 作者

    AWODI, SHUAIBU.;

  • 作者单位

    Temple University.;

  • 授予单位 Temple University.;
  • 学科 Science education.
  • 学位 Educat.D.
  • 年度 1984
  • 页码 630 p.
  • 总页数 630
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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