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Let’s Learn Together

Summary

Exploring the pedagogical approaches of Nigerian primary teachers in developing students’ scientific literacy.

Start Date

12th Feb 2018 2:00pm

End Date

12th Feb 2018 2:45pm

Venue

Education Video Conference Rooms: Launceston: NH.A221c.Video, Hobart: SB.Hytten325.Video, Cradle Coast: CC.A119Video

Confirmation of Candidature Presentation by Lois Kidmas

Teaching and learning approaches have been considered to play a vital role in students' engagement and in their learning and the development of understanding.  Approaches to teaching and learning have changed overtime in response to advances in educational psychology and changing attitudes towards subject and discipline areas.  Within the Nigerian classroom context, a review of literature has revealed a predominance of teacher-centred approaches utilising mainly direct instruction or transmission approaches. Such teacher-centred approaches have been attributed to the rising disinterest and disengagement of students with science (Afolabi, 2013; Ogunmade, 2005).

The goal of the study is to consider what contemporary best practice science teaching practices are and how such practices may be integrated into selected Nigerian Primary classrooms. An understanding of teachers' perceptions and a practical application of an inquiry based approach, will be investigated. The participants of the study will include primary school teachers from rural and suburban areas In Plateau State, Nigeria.

This case study utilises a Participatory Action Research (PAR) methodology in that it aims to examine teachers' own perceptions of their strengths in teaching science through discussions, interviews and classroom observations (Kemmsi & McTagart, 2000; Stringer.2008). The cyclical nature of PAR (planning. Acting, observing and reflecting) provides opportunities for teachers to re-examine their perspectives and practice. This will form the basis for the development of a model for teacher Professional Learning (PL) that will support them in their teaching of science. The student researcher, alongside the classroom teacher/s will develop, trial and evaluate an in-service PL program that is contextually sensitive to a Nigerian setting and incorporates key aspects of contemporary inquiry based approaches for teaching primary science.