Article

The correlates of the socio-cultural background of Botswana junior secondary school students with their attitudes towards and achievements in science

International Journal of Science Education

September 2002
24(9):919-940

Authors:

The study was undertaken to find out whether there is a significant relationship between the socio-cultural beliefs held by beginning junior secondary school (JSS) students in Botswana and their attitudes towards school science on one hand and their achievement in school science on the other hand. Seven research questions were formulated. The nature of the study dictated the employment of descriptive research (survey) design. The sample for the study consisted of 395 JSS students randomly selected from eleven junior secondary schools within 120-kilometre radius of Gaborone, the state capital of Botswana. The collection of the data for the study was accomplished by the use of three constructed and validated research instruments. The findings of the study include the fact that Setswana1 (Botswana) mythology has a telling effect, to a large extent, on the thought processes of the average Botswana JSS student. This resulted in significant negative relationships between the students' socio-cultural background and their attitudes towards school science on one hand and their achievement in school science on the other hand. But in spite of the negative effect of the elements of the students' culture on the ease with which they learn school science, Botswana JSS students are found to be positively disposed towards school science in general.

CULTURE'S EFFECT ON STUDENTS' ATTITUDES TOWARDS SCIENCE

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Full-text available

Apr 2015

Funda Örnek

Cultural influence plays an important role in the association of attitudes towards science, this varies between countries because cultural context, including linguistic, social, political, economic, philosophical and religious aspects, determine and shape attitudes towards science. Cultural influence is the way we view the world. Learning, therefore, cannot be separated from its socio-cultural context (Vygotsky, 1987). Students carry their attitudes towards science into the classroom based upon their socio-cultural background influence. For example, Asian students choose a science predominantly even though science-based careers are less economically profitable because of their families’ important impact on their choice and science-related choices have a very great prestige within the Asian cultures. Whereas students within the western cultures are individualist and make attractive choices reflecting their personal enjoyment and skills to a more considerable effect. Moreover, in Turkish culture, science-related careers also have a great prestige and have been perceived as very important for the country’s development and therefore students’ attitudes towards science is very positive even though their performance on the PISA is lower than average. As a result of different cultures holding different attitudes towards science and science-related careers, there is a great impact upon student uptake of science and sciencerelated careers. Key words: career choice, Christianity, culture, family influence, Islam, religion, science attitudes, science.

Issues of Heterogeneity and Diversity in Science Education and Science Education Research

Book

Dec 2012

EFFECTS OF MULTICULTURAL SCIENCE IN STUDENTS AND TEACHERS By

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Handbook of Educational Research for Beginners

Book

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Aug 2024

Özden Şengül

This book focuses on educational research for college students, teachers, and beginner educational researchers. It can guide researchers to get an overall understanding of what research is, what education research entails, and how teachers can design, implement, and evaluate a study to understand the effectiveness of an instructional strategy or improve student learning. It has an introductory level, easy to understand with plenty of examples. Teachers can find relevant materials to learn methods to guide their students by using different forms of research tools in data collection and analysis. Readers are exposed to craft research topics and research questions. Instructors can organize individual and group study programs for their students. The book suggests the readers to read published research articles to explore what has been done on educational research and draw links between the similarities between scientific research and educational research. It is great to cover different research designs to collect and analyze data and consider ethical considerations in research. A teacher or instructor can use this book to provide support and case studies to his/her students to get deeper insights into research and applications in real classroom settings. The book can support learners and teachers to see the continuity and coherence across the elements of educational research throughout the chapters. Readers can understand how to develop and refine a research proposal by the end of the book.

Bilim Fuarlarına Katılımın Ortaokul Öğrencilerinin Fene Yönelik Tutumlarına Etkisi

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Nov 2020

Ertan Çetinkaya

Bilim fuarlarına katılımın ortaokul öğrencilerinin fene yönelik tutumuna etkisi

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Full-text available

Nov 2020

Ertan Çetinkaya

Bu araştırmada bilim fuarlarına katılımın ortaokul öğrencilerinin fene yönelik tutumlarına etkisini incelemek amaçlanmıştır. Tek gruplu ön test son test zayıf deneysel desen olarak tasarlanmıştır. Araştırma 2017-2018 eğitim-öğretim yılının 2. döneminde Marmara Bölgesi'nde bulunan bir devlet okulunda 12 hafta süre ile TÜBİTAK 4006 Bilim Fuarları Destekleme Programı kapsamında, kolay ulaşılabilir durum örneklemesi yöntemi ile seçilmiş farklı sınıflarda öğrenim gören 32 ortaokul öğrencisi ile gerçekleştirilmiştir. Araştırmada veri toplama aracı olarak Tosun & Genç (2015) tarafından Türkçeye uyarlanan Fen Tutum Ölçeği (FTÖ) kullanılmıştır. Bu ölçek bilim fuarı projeleri çalışmalarından önce ve bilim fuarı sunumlarından sonra olmak üzere toplam iki kez uygulanmıştır. Verilerin analizi sonucunda bilim fuarlarına katılım göstermenin öğrencilerin fene yönelik tutumlarını anlamlı bir biçimde geliştirdiği saptanmıştır. Bulgular, araştırmaya katılan öğrencilerin cinsiyetlerinin fene yönelik tutum üzerinde anlamlı bir fark oluşturmadığını ortaya koymuştur. Benzer şekilde sınıf seviyesinin fene yönelik tutumda anlamlı bir değişiklik meydana getirmediği görülmüştür. Buna karşın öğrencilerin sınıf seviyelerinin artış gösterdikçe fene yönelik tutum puanlarında azalmalar meydana geldiği araştırmanın dikkat çeken bulguları arasındadır. Öğrencilerin bilim fuarlarına aktif bir biçimde katılımlarının teşvik edilmesinin ve uygulamalı bir biçimde proje eğitimlerine alınmalarının öğrenme süreçlerine olumlu katkılar sağlayacağı ve fene yönelik tutumlarının olumlu yönde gelişimini sağlayacağı düşünülmektedir. Abstract: The aim of this study was to investigate the effect of participation in science fairs on the attitudes of middle school students towards science. The research was designed as one-group pretest-posttest poor experimental design. The research was carried out in the second term of 2017-2018 academic year in the scope of TUBITAK 4006 Science Fair Support Program for 12 weeks in a public school in the Marmara Region with 32 middle school students in different classes selected by the method of convenience sampling method. In this study, the Science Attitude Scale that was adapted to Turkish by Tosun & Genç (2015) was used. This scale was applied twice, one of them before the application of science fair projects and the other one after the presentations of science fair. As a result of the analysis of the data, it was determined that participation in science fairs significantly improved students' attitudes towards science. The findings revealed that the gender of the students participating in the study did not make a significant difference on attitude towards science. Similarly, it was observed that the level of the class did not make a significant change towards attitude towards science. In spite of that, it is remarkable that the attitudes of the students towards science have decreased as their grade levels increase. It is thought that encouraging students' active participation in science fairs and taking them in project trainings in an applied way will contribute positively to the learning processes and provide a positive development of their attitudes towards science.

Fen ve Teknoloji Dersi Öğretmen Adaylarının Bilimsel Süreç Becerilerinin Ölçülmesine İlişkin Bir Test Geliştirme Çalışması *

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ZET Bu çalışmada, fen ve teknoloji dersi öğretmen adaylarının bilimsel süreç becerilerini ölçmeye yönelik, geçerliği ve güvenirliği sağlanmış çoklu formda bilimsel süreç becerileri testi (BİSBET) geliştirmek amaçlanmıştır. Bu amaçla ölçülecek davranışın niteliği dikkate alınarak, son zamanlarda program geliştirmeciler tarafından da öngörülen ölçme-değerlendirme tekniklerine uygun, 25'i çoktan seçmeli ve 11'i açık uçlu yapıda olmak üzere toplam 36 maddeden oluşan test geliştirilmiştir. Toplam 197 fen ve teknoloji dersi öğretmen adayına uygulanan testin geçerlik, güvenirlik çalışmaları ve madde analizleri yapılmıştır. Bilimsel süreç becerilerini ölçmeye yönelik geliştirilen testin kapsam geçerliğine kanıt sağlamak için uzman görüşlerine, yapı geçerliğine kanıt sağlamak için ise hipotez testi yöntemine başvurulmuştur. Testin güvenirliği; çoktan seçmeli test maddeleri için iç tutarlılık analizi yöntemi ile açık uçlu test maddeleri için ise iç tutarlılık ve gözlemciler arası tutarlılık yöntemleri ile sağlanmıştır. Testin geçerlik, güvenirlik ve madde analizi sonuçlarına göre BİSBET'in fen ve teknoloji dersi öğretmen adaylarının BSB'lerinin ölçülmesi amacıyla kullanılabilecek, geçerliği ve güvenirliği sağlanmış bir test olduğu sonucuna ulaşılmıştır.

A study on the development of a test about measurement of science and technology teachers' science process skills

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Jan 2013

Factors that affect teacher candidates’ attitudes and successes towards biology

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Dec 2009

Nilgün YENİCE

The aim of this study is to determine factors that affect teacher candidates’ attitudes and successes towards biology and to search if there is a relationship between attitude and success or not. “Attitude Scale Towards Biology” and “Personal Information Form” were used to gather data. Findings indicated that there is a significance change in teacher candidates’ attitude points towards biology according to type of graduated school and also there is a significance change in success points towards biology according to age, graduated school, graduation degree and mother job. Morever, it was found that there were significance and positive relationship between the attitudes and successes of teacher candidates toward general biology.

Intervention strategies for changing pre-school children’s understandings about volcanoes

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Jan 2012

Michail Kalogiannakis

Learning natural sciences helps pre-school children to begin to understand the natural environment. A teaching intervention was planned and produced by using the ancient Greek myth of Chimera for the teaching of volcanoes at kindergarten. The basic object of the present research, which is a case study, is the investigation of the ideas of pre-school children about volcanoes, before and after the teaching intervention. The present study also highlights theoretical elements in the use of myths for the teaching of natural sciences in early childhood education. The identification of the children’s ideas was achieved through interviews with the children, and the children’s drawings. The results of the research showed that the concept of volcanoes is accessible to children of pre-school age; and, following the proposed specific intervention strategies, the representations of volcanoes by children approached the scientific model.

The effect of conceptual change instruction on understanding of ecology concepts [electronic resource] /

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Gülcan Cetin

The purpose of this study was to investigate the effects of conceptual. Keywords: Ecology, Conceptual Change Oriented Instruction, Conceptual Change. Thesis (Ph. D.)--Middle East Technical University, 2003. System requirements: World Wide Web.

THE EFFECT OF CONCEPTUAL CHANGE INSTRUCTION ON UNDERSTANDING OF ECOLOGY CONCEPTS

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Full-text available

Jan 2003

Gülcan Cetin

The purpose of this study was to investigate the effects of conceptual change text oriented instruction accompanied by demonstrations in small groups (CCTI) on ninth grade students achievement and understanding levels of ecology, attitudes towards biology, and attitudes towards environment. The instruments used in this study were the Test of Ecological Concepts (TEC), the Attitude Scale towards Biology (ASB), the Attitude Scale towards Environment (ASE), and the Test of Logical Thinking (TOLT). All data were collected from the public high school in Balýkesir in the Spring Semester of 2001-2002. 88 students from four classes and two teachers were included in this study. Two of the classes were called control group and two of them were called experimental group. While the TEC, ASE and ASB were administered to all of the students as pre- and post-tests, the TOLT were conducted as pre-test. Data related to the TEC, ASB, and ASE were analyzed by multivariate analysis of covariance (MANCOVA). The results of the MANCOVA showed that there was significant effect of the treatment which was the conceptual change texts oriented instruction accompanied by demonstrations in small groups on the TEC, while there were no significant effect of the treatment on the attitudes towards biology and attitudes towards environment.

Application of Science Process Skills through Digital Game-Based Science Learning

Preprint

Full-text available

Jun 2021

Abstrak: Kemahiran Proses Sains (KPS) adalah kemahiran yang penting bagi menentukan seseorang itu berliterasi sains, bukan semata-mata untuk melahirkan bakal saintis. Berdasarkan kajian-kajian lepas yang telah dijalankan, pelajar Malaysia mempunyai tahap KPS yang sederhana. Bersesuaian dengan era digital, pembelajaran berasaskan permainan digital (PBPD) mempunyai potensi yang besar untuk menjadi alat pembelajaran yang berkesan dalam meningkatkan tahap kemahiran proses sains pelajar kerana ia dapat meningkatkan motivasi dan minat pelajar terhadap mata pelajaran sains. Walaupun terdapat banyak kajian yang telah dijalankan berkaitan PBPD ini, namun kebanyakannya mengukur pencapaian sains pelajar dan kurang kajian dilakukan untuk mengukur tahap penguasaan KPS pelajar. Justeru, kertas konsep ini bertujuan untuk membincangkan penggunaan pendekatan Pembelajaran Berasaskan Permainan Digital dalam meningkatkan tahap KPS pelajar dan mengenalpasti KPS yang bersesuaian yang boleh diterapkan menggunakan permainan digital oleh guru sains. Kertas konsep ini dibina berdasarkan kepada tinjauan literatur beberapa artikel yang membincangkan pembelajaran berasaskan permainan digital dalam pendidikan sains serta penguasaan kemahiran proses sains. Berdasarkan dapatan analisis daripada kajian-kajian yang lepas, KPS yang sesuai diterapkan menggunakan permainan digital dalam kelas sains termasuklah membuat pemerhatian, meramal, membuat hipotesis, membuat pengelasan, mengenalpasti pembolehubah, menjalankan eksperimen, merekod data dan membuat inferens. Justeru, kertas konsep ini juga diharapkan dapat menekankan keperluan kepada pembinaan modul yang dapat membantu guru dalam menerapkan KPS menggunakan permainan digital. Kata kunci: Pembelajaran berasaskan permainan digital, pendidikan sains, kemahiran proses sains, modul pembelajaran Abstract: Science Process Skills (SPS) are important skills to determine a person is literate in science, not just to produce potential scientists. Based on previous studies that have been conducted, Malaysian students have a moderate level of SPS. In line with the digital era, digital game-based learning (DGBL) has great potential to be an effective learning tool in improving the level of students' science process skills because it can increase students' motivation and interest in science subjects. Although there are many studies that have been conducted related to DGBL, most of them measure the achievement of student in science and less research is done to measure the level of students' SPS mastery. Thus, this concept paper aims to discuss the use of Digital Game-Based Learning approach in improving students' SPS level and identify appropriate SPS that can be applied using digital games by science teachers. This concept paper is based on a literature review of several articles discussing digital game-based learning in science education as well as application of science process skills. Based on the findings from previous studies, appropriate SPS applied using

Sains Insani eISSN: [0127-7871] Application of Science Process Skills through Digital Game-Based Science Learning

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Jun 2021

SOCIO-CULTURAL AND ECONOMIC FACTORS AS CORRELATE OF ACADEMIC PERFORMANCE OF UNDERGRADUATES IN THE DEPARTMENT OF LIBRARY AND INFORMATION SCIENCE BENUE STATE UNIVERSITY, MAKURDI

Article

May 2021

The study investigated socio-cultural and economic factors as correlate of academic performance of undergraduates in the department of Library and Information Science, Benue State University, Makurdi. Three (3) research questions were raised in line with the objectives of the study. The study adopted correlation research design, the population of the study was 951 undergraduates in the department of Library and Information Science Benue State University, Makurdi from 2019/2020 session. However, a sample sized of 282 using proportionate stratified random sampling method, simple random sampling and Taro Yamene’s formula was used to determine the sample size from the population. The instrument for data collection was questionnaire developed by the researcher and validated by experts in the field of librarianship. Data collected for the study was analyzed using descriptive statistics of frequency counts and mean scores to answer the research questions. The findings of the study revealed that, certain social factors correlate the academic performance of undergraduates in the department of Library and Information Science Benue State University, Makurdi. As revealed by the study the presence of night clubs and drinking bars around the university negatively impact the academic performance of the students, the incidence of chatting on social media with friends affect most students academic performance, social gathering on campus has significant influence on student’s academic performance, student’s academic performance dropped when they engage in romantic relationship, tutorials organized by their course mates improve their academic performance among others correlate the academic performance of undergraduates in department of Library and Information Science. The findings further revealed that cultural factors such as religious system practice by the student’s families, cultural festivals, cultural ways of dressing, home environment of the students, among others correlate the academic performance of undergraduates. The study also revealed that economic factors such as economic status of the student’s family, increase in price of goods in the labour market, high cost of books and other reading materials, among others correlate the academic performance of the undergraduates in the department of Library and Information Science Benue State University Makurdi. Finally, conclusion and recommendations were made based on the findings of the study.

Penerapan Kemahiran Proses Sains melalui Pembelajaran Sains Berasaskan Permainan Digital: Application of Science Process Skills through Digital Game-Based Science Learning

Article

Full-text available

Jun 2021

Kemahiran Proses Sains (KPS) adalah kemahiran yang penting bagi menentukan sesorang itu berliterasi sains, bukan semata-mata untuk melahirkan bakal saintis. Berdasarkan kajian-kajian lepas yang telah dijalankan, pelajar Malaysia mempunyai tahap KOSyang sederhana. Bersesuaian dengan era digital, pembelajaran berasaskan permainan digital (PBPD) mempunyai potensi yang besar untuk menjadi alat pembelajaran yang berkesan dalam meningkatkan tahap kemahiran proses sains pelajar kerana ia dapat meningkatkan motivasi dan minat pelajar terhadap matapelajaran sains. Walaupun terdapat banyak kajian yang telah dijalankan berkaitan PBPD ini, namun kebanyakannya mengukur pencapaian sains pelajar dan kurang kajian dilakukan untuk mengukur tahap penguasaan KPS pelajar. Justeru, kertas konsep ini bertujuan untuk membincangkan penggunaan pendekatan Pembelajaran Berasaskan Permainan Digital dalam meningkatkan tahap KPS pelajar dan mengenalpasti KPS yang bersesuaian yang boleh diterapkan menggunakan permainan digital oleh guru sains. Kertas konsep ini dibina berdasarkan kepada tinjauan literatur beberapa artikel yang membincangkan pembelajaran berasaskan permainan digital dalam pendidikan sains serta penguasaan kemahiran proses sains. Berdasarkan dapatan analisis daripada kajian-kajian yang lepas, KPS yang sesuai diterapkan menggunakan permainan digital dalam kelas sains termasuklah membuat pemerhatian, meramal, membuat hipotesis, membuat pengelasan, mengenalpasti pembolehubah, menjalankan eksperimen, merekod data dan membuat inferens. Justeru, kertas konsep ini juga diharapkan dapat menekankan keperluan kepada pembinaan modul yang dapat membantu guru dalam menerapkan KPS menggunakan permainan digital.

Impact of Socio-Cultural Factors on Senior Secondary School Students" Academic Achievement in Physics

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Full-text available

Aug 2020

This study examined the impact of socio-cultural factors on the achievement in physics. Descriptive survey research designs were adopted. The sample for the study consisted of one hundred and seventy-one students who were selected from three intact coeducational senior secondary school physics classes. Two research questions raised for investigation alongside one corresponding null hypothesis were answered and tested respectively. Two Instruments: Physics Achievement Test (PAT) and Student Socio-cultural factors on Achievement Questionnaire (SSAQ) were used to collect data for the study. The Physics Achievement Test had a reliability coefficient of the achievement test was 0.87 using spilt-half method while that of the questionnaire was 0.91 using the Cronbach alpha method. using the Mean, Standard deviation, bar graph and Analysis of variance (ANOVA) statistical tools. The data collected were analysed using the Mean, Standard deviation, bar graph and Analysis of variance (ANOVA) statistical tools. Findings in this study revealed that of all the socio-cultural factors considered in this study which include sex, student attitude, parental educational background and peer group, parental educational background had the highest impact on students achievement. Also, the study revealed that there was significant impact between socio-cultural factors and students' achievement in physics; F (5,123) = 2.676, p < 0.05. The study concluded that socio-cultural factors such as sex, student attitude, parental educational background and peer group impact on student achievement in physics. should be considered by physics teachers when teaching the subject. It was recommended that physics teachers endeavour to address students socio-cultural challenges in order to enhance students achievement and interest in physics.

FEN VE TEKNOLOJİ DERSİNDE TAHMİN ET-GÖZLE-AÇIKLA YÖNTEMİ İLE DESTEKLENMİŞ YANSITICI DÜŞÜNMEYE DAYALI ETKİNLİK UYGULAMALARININ DEĞERLENDİRİLMESİ

Article

Full-text available

Oct 2020

Bu araştırmada, Tahmin Et-Gözle-Açıkla Yöntemi İle Desteklenmiş Yansıtıcı Düşünmeye Dayalı Uygulamaların Milli Eğitim Bakanlığı tarafından önerilen etkinliklere göre 7. sınıf Fen ve Teknoloji dersinin “Maddenin Yapısı ve Özellikleri ” ünitesinde çeşitli öğrenme ürünlerine etkisi incelenmiştir. Araştırmada kontrol gruplu öntest-sontest deseni kullanılmıştır. Araştırmanın çalışma grubunu, 2010-2011 eğitim-öğretim yılında Diyarbakır ili Bağlar ilçesinde bulunan bir ilköğretim okulu 7/A ve 7/B sınıflarına devam eden öğrenciler oluşturmaktadır. Araştırma sekiz hafta sürmüş, deney grubunda Tahmin Et-Gözle-Açıkla Yöntemi İle Desteklenmiş Yansıtıcı Düşünmeye Dayalı Uygulamaların (TGA formu, öğrenme yazıları, anlaşmalı öğrenme, amaçlı grup tartışmaları, kendine soru sorma, kendini değerlendirme), kontrol grubunda ise Milli Eğitim Bakanlığı tarafından önerilen etkinlikler uygulanmıştır. Araştırma sonucunda, 7. sınıf Fen ve Teknoloji dersinin “Maddenin Yapısı ve Özellikleri ” ünitesinde Tahmin Et–Gözle–Açıkla (TGA) Yöntemi İle Desteklenmiş Yansıtıcı Düşünmeye Dayalı Etkinliklerin uygulandığı deney grubu ile Milli Eğitim Bakanlığı tarafından önerilen etkinliklerin uygulandığı kontrol grubu karşılaştırıldığında; başarı, kalıcılık, Madde ve Değişim öğrenme alanına yönelik tutum, bilimsel süreç becerileri ve akademik risk alma davranışları puanları arasında deney grubu lehine anlamlı fark vardır. Elde edilen bulgular ilgili literatür ışığında tartışılmıştır.

Challenges of Teaching Akans (Ghana) Culturally-Specific Environmental Ethics in Senior High Schools: Voices of Akans and Biology Teachers

Article

Full-text available

Jun 2020

Indigenous cultural groups have lived sustainably with their natural resources (land, water bodies, forests, wildlife animals and plants) by employing particular culturallyspecific environmental ethics. These include spiritual perceptions about natural environmental resources, totemic beliefs and taboos. Consequently, many scholars in the country have recommended the integration of these culturally-specific environmental ethics in environmental policies and formal school curricula. The purpose of this research was to explore the views of Akan indigenous knowledge (IK) holders and senior high school Biology teachers on challenges they predicted could confront the teaching of Akan culturally-specific environmental ethics in the senior high school Biology curriculum. An interpretivist paradigm with an ethnographic, naturalistic research style, using in-depth conversational interviews was employed to explore the views of research participants. The perceived challenges included stigma attached to culturally-specific environmental ethics; requirement of proof and experimentation; the use of a foreign language in schools; formal education; loss of the fear for the gods and spirits in nature; centralised curriculum; democracy and political biases. The research concluded that being aware of the possible challenges to the teaching of the Akan culturally-specific environmental ethics can influence policies related to these ethics as well as guide Biology curriculum developers and stakeholders. Keywords: culturally-specific environmental ethics; Akan cultural group; Akan nature conservation; Ghana Biology curriculum

Science Education Research in the Sultanate of Oman

Chapter

Full-text available

Jan 2015

This chapter sheds light on science education research in Oman. More specifically, it analyses the representation and diversification of socio-cultural factors by science education researchers in Oman. To achieve this goal, a survey study was conducted with 16 science education researchers. They all held PhD degrees and conducted science education research. The findings indicate that the science education research in Oman does not factor in very many socio-cultural factors into its models. The impact of different factors (such as religious beliefs, non-Arabic spoken languages, age levels, school locations, mixed gender school settings) on science teaching and learning practices has not been given appropriate attention by science education researchers. The interactions among these factors within different Omani geographical regions, which differ in terms of cultural traditions and environmental diversity, seem to have been omitted. The reasons behind these findings are discussed. Also, the authors suggest some recommendations to enhance the representation and diversification of socio-cultural factors within science education research in Oman, and in the Gulf Cooperation Council (GCC) states.

Science Education in the Arab Gulf States: Visions, Sociocultural Contexts and Challenges

Book

Full-text available

Mar 2015

The book introduces the development of science education in the Arab Gulf states and presents a critical analysis of current issues and concerns in educational research in science education. The key purpose is to provide some perspectives on the state of science education in Gulf and to share experiences with international scholars about the impact of the innovations and reforms implemented in science education in Arabian Gulf. But Science Education in the Arab Gulf States also intends to present new visions and to make suggestions and recommendations about the contribution of science education to prepare students in the knowledge age.

Comparing science process skills of prospective science teachers: A cross-sectional study

Article

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Jun 2012

This study was conducted with the purpose of examining how Prospective Science Teachers’ (PST) Science Process Skills (SPS) develop according to different grades. In this study, a cross-sectional research approach in the form of a case study was used. The sample group consisted of a total number of 102 undergraduate students who were selected from four different grades [(First Grade = Freshman) N=33; (Second Grade = Sophomores) N= 23; (Third Grade = Juniors) N= 27; (Fourth Grade = Seniors) N= 34] at the Department of Science Teacher Education, in the Faculty of Education, the University of Giresun. As the data collection tool, a test of assessing science process skills included 12 questions (9 multiple choice and 3 open ended questions) was used in this study. The mean SPS scores for students from different grades were compared. Kruskall-Wallis H test was used to determine whether or not there were significant differences in the levels of the different grades PST’ SPS. Although PST were expected to develop their SPS over the increasing grade levels from the first to the fourth grade, the findings of this study show that there is no linear development.

Interest, motivation and attitude towards science and technology at K-12 levels: A systematic review of 12 years of educational research

Article

Full-text available

Jan 2014

The relationship that exists between students and science and technology (S&T) is a complex and important one. If it is positive, then social, economic and environmental consequences are to be expected. Yet, many problems of interest/motivation/attitude (I/M/A) towards S&T have been recorded. A lot of research has been conducted on this topic and a certain number of syntheses have been proposed, but very few of them have followed sufficiently systematic procedures. In this article, we offer a synthetic and systematic description of 228 research articles that were published between 2000 and 2012 and indexed in the ERIC database under I/M/A for S&T at K-12 levels. We focus on the origin of these articles, on the constructs they use and define, on the instruments, and finally on the results they provide, whether correlative or causal. Conclusions and recommendations for future research and interventions are formulated.

Modelling the Sociocultural Contexts of Science Education: The Teachers’ Perspective

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Feb 2011

Nasser Mansour

A growing body of research argues that teachers’ beliefs and practices should be studied within the sociocultural contexts of their work because the relationship between their beliefs and practices is both complex and context-dependent. There is a need for further research in this area in understudied contexts such as developing countries, in order to promote effective education in schools and the professional development of teachers. This paper argues that if this ‘black box’ of sociocultural contexts in which science teachers are embedded is better understood, it may be possible to identify specific aspects of these contexts related to educational organizations that act as either supports or barriers to pedagogical reform or to implementing innovations in science education. Consequently, the main purpose of this study is to explore the sociocultural contexts of ten Egyptian science teachers and to what extent these sociocultural contexts help in understanding teachers’ pedagogical beliefs and practices. This paper, by utilizing a multi-grounded theory approach and qualitative methods, reveals a variety of sociocultural contexts that are related to teachers’ pedagogical beliefs and practices.

The potential of multivariate analysis in assessing students' attitude to curriculum subjects

Article

Full-text available

Mar 2011

Background: Understanding student attitudes to curriculum subjects is central to providing evidence-based options to policy makers in education.Purpose: We illustrate how quantitative approaches used in the social sciences and based on multivariate analysis (categorical Principal Components Analysis, Clustering Analysis and General Linear Modelling), can complement qualitative analysis to support this need.Sample: Our example involved an attitude survey of 128 students from five high schools across Botswana to Design and Technology (DT), this subject having declined in uptake over 10 years by up to 6% per year, despite positive encouragement by the government.Design and methods: Qualitative interviews, carried out concomitantly, indicated consistently that age, gender and school performance all affected attitudes. Multivariate analysis provided additional information in ranking how different attitudes contribute to the overall perception of a subject (PCA-Factor analysis), in assessing the relative and interacting effects of external determinands like age or gender and classifying students into attitude groups.Results: Our findings show that DT enrolment could be improved by targeting children who deemed DT too difficult or unimportant as a subject, and by reinforcing perceptions of DT as an enjoyable life-skill.Conclusions: We suggest that combined quantitative and qualitative analysis can act as an effective, evidence-based means to inform educational policies.

Supporting Scientific Conceptual Consciousness or Learning in 'a Roundabout Way' in Play-based Contexts

Article

May 2009

Marilyn Fleer

Little change has been noted over 10 years of research into teacher knowledge and confidence to teach science in the early and primary years of schooling. There is a significant body of research demonstrating that early childhood and primary teachers lack confidence and competence in teaching science. However, much of this research blames the victim, and offers little analysis for the systemic reasons for teachers’ confidence and competence in science education other than a lack of science knowledge. This paper reports on a study that examined teacher philosophy and pedagogical practices within the context of an analysis of children’s concept formation within playful early childhood settings. Through teacher interviews, video recordings of science play, and photographic documentation of children’s science activities in one rural preschool, it was noted that teacher philosophy about how young children learn is a significant contributing factor to learning in science. It is argued that teacher philosophy makes more of a difference to children’s scientific learning than does teacher confidence to teach science or knowledge of science. The study also shows that without a mediational scientific framework for using materials in play‐based contexts, children will generate their own imaginary, often non‐scientific, narratives for making sense of the materials provided.

Note de synthèse - Attitudes des élèves envers les sciences : le point des recherches

Article

Full-text available

Jan 2004

Patrice Venturini

Le concept d’attitude envers les sciences recouvre des réalités parfois bien différentes selon les auteurs, souvent de manière implicite, si bien que nous avons consacré le premier chapitre de cette synthèse à le préciser. L’article aborde ensuite, en les décrivant et en les discutant, les méthodologies utilisées pour la mesure des attitudes. Les principaux résultats des différentes recherches analysées sont ensuite présentés : attitudes envers les sciences, attitudes envers les sciences à l’école, principaux facteurs intervenant sur ces attitudes. Pour terminer, après avoir récapitulé l’essentiel des résultats et constaté qu’ils n’ont pas permis une évolution de la situation, ce sont d’autres directions de travail qui sont proposées.

Understanding the Dialectical Relations Between Everyday Concepts and Scientific Concepts Within Play-Based Programs

Article

Full-text available

Mar 2009

Marilyn Fleer

In recent times there has been an enormous interest in Vygotsky’s writing on conceptual development, particularly his insights on the differences between everyday and scientific thinking. In drawing upon cultural–historical theory, this paper seeks to examine the relations between everyday concepts and scientific concepts within playful contexts, such as preschools, with a view to better understanding how very young children develop conceptual understandings in science. This paper presents an overview of a study which sought to map the transformation and appropriation of scientific concepts within two early childhood settings. Approximately ten weeks of data gathering took place, with video recordings, field notes, photographic documentation, and child and teacher interviews for recording child concept formation within these naturalistic settings. The findings indicate that when teacher programs are more oriented towards concepts rather than materials, children’s play is focused on conceptual connections. Importantly, the study showed that: It was possible to map the multiple and dynamic levels or stratas of thinking that a child or group of children may exhibit within play-based contexts; An analysis of ‘unorganised heaps’ and ‘complexive thinking’ evident in conceptually or materially oriented play-based programs can be determined; the dialectical relations between everyday concepts and scientific concepts in play-based programs can be understood; and greater understanding about the nature of concept formation in situated playful contexts have been possible.

Grade 12 students conceptual understanding of chemical reactions: a case study of flouridation.

Article

Nomathemba Victoria Mpofu

The purpose of this study was to investigate grade 12 students conceptual understanding of chemical reaction using fluoridation of public water supply as a practical example of chemical reaction. The study also attempted to find out the effectiveness of concept mapping in facilitation the students understanding of chemical reaction, particularly redox reactions.

Penguasaan kemahiran proses sains dalam pembelajaran sains berasaskan permainan digital

Conference Paper

Full-text available

Jul 2021

Objektif - Justeru, kertas konsep ini bertujuan untuk membincangkan penggunaan pendekatan Pembelajaran Berasaskan Permainan Digital dalam meningkatkan tahap KPS pelajar dan mengenalpasti KPS yang bersesuaian yang boleh diterapkan menggunakan permainan digital oleh guru sains. Methodologi – Kertas konsep ini dibina berdasarkan kepada tinjauan literatur beberapa artikel yang membincangkan pembelajaran berasaskan permainan digital dalam pendidikan sains serta penguasaan kemahiran proses sains. Dapatan – Berdasarkan dapatan analisis daripada kajian-kajian yang lepas, KPS yang sesuai diterapkan menggunakan permainan digital dalam kelas sains termasuklah membuat pemerhatian, meramal, membuat hipotesis, membuat pengelasan, mengenalpasti pembolehubah, menjalankan eksperimen, merekod data dan membuat inferens. Kepentingan – Justeru, kertas konsep ini juga diharapkan dapat menekankan keperluan kepada pembinaan modul yang dapat membantu guru dalam menerapkan KPS menggunakan permainan digital. Kata

Sekizinci Sınıf Öğrencilerine Yönelik Bir Bilimsel Süreç Becerileri Testi Geliştirme Çalışması

Article

Full-text available

Jan 2016

Bilimsel Süreç Becerilerine Dayalı Laboratuvar Uygulamalarının Öğretmen Adaylarının Bilimsel Süreç Becerileri Öz Yeterliliklerine Etkisi

Article

Full-text available

Oct 2019

Bu araştırmanın amacı Bilimsel Süreç Becerileri (BSB)’ne dayalı laboratuvar uygulamalarının öğretmen adaylarının BSB öz-yeterlik inancına etkisini incelemektir. Araştırmada deneysel araştırma desenlerinden son test deney-kontrol gruplu model kullanılmıştır. Araştırmanın örneklemini doğu Karadeniz bölgesinde yer alan bir üniversitesinin eğitim fakültesinin 3. sınıflarında öğrenim gören toplam 61 fen bilgisi öğretmen adayı oluşturmaktadır. Veri toplama aracı olarak Karslı, Şahin & Ayas (2016) tarafından geliştirilen BSB öz-yeterlik inancı ölçeği kullanılmıştır. BSB öz-yeterlik inancı ölçeği 5‘li likert tipi ölçek olup 47 maddeden ve 13 faktör yapısından oluşmaktadır. Ölçeğin faktörleri “gözlem yapma”, “sınıflama”, “verileri kaydetme”, “ölçme”, “sayı uzay ilişkilerini kullanma”, “tahmin yapma”, “verileri yorumlama”, “sonuç çıkarma”, “değişkenleri belirleme”, “grafik model oluşturma”, “değişkenleri değiştirme ve kontrol etme”, “hipotez kurma” ve “deney yapma” şeklinde belirlenmiştir. Ölçeğin kapsam geçerliliği için uzman görüşlerine başvurulmuştur. Ölçeğin yapı geçerliği için doğrulayıcı faktör analizi yapılmıştır. Ölçeğin Cronbach Alfa güvenilirlik katsayısı 0.91 olarak bulunmuştur. Verilerinin istatistiki analizinde öğretmen adaylarının son testlerden aldıkları puanlar üzerinden SPSS 23.0 istatistik programı kullanılarak ilişkisiz örneklemler için uygulanan bağımsız t-testi kullanılmıştır. Araştırma sonucunda hem BSB’ye dayalı laboratuvar yaklaşımının uygulandığı hem de mevcut laboratuvar yaklaşımının uygulandığı grupların BSB öz-yeterlik inancı ölçeği ortalama puanları arasında anlamlı bir fark olmadığı tespit edilmiştir.

The Effects of Witchcraft on the Well-Being of High School Students in Nairobi, Kenya and Their Implications for Educational Leadership

Article

Full-text available

Jan 2017

Witchcraft is an enigma in many societies of the world today with some denying it exists while most belief in its existence and are influenced by it to a large extent. In many education institutions, especially high schools, witchcraft is mostly blamed for students' hysteric behavior, sudden drop in school attendance, and other real or imagined behavior such as hearing of invisible compulsive voices, appearances or actions of supernatural beings that cause students to faint and/or convulse, speak strangely under the influence of supernatural powers and hallucinate, among other weird behaviors. These episodes are reportedly resolved by involvement of demon exorcists, intercessors and even stronger "witchdoctors" and other "higher" supernatural powers to negate the effects of witchcraft. In some institutions, these episodes are recurrent. The aim of this paper was to investigate the effects of witchcraft, including witchcraft accusations and witchcraft imaginations, on the academic, social-economic and spiritual welfare of high school students (adolescents). Data was collected from a purposeful sample of ten (10) students and four (4) teachers who were known to have been witnesses of such experiences in a private high school in the environs of Nairobi. It is the hope of the author that findings of the study will empower school administrators and leaders to mitigate the effects of real or imagined witchcraft.

Investigation of Primary School Students' Science Attitudes and Self-Efficacy

Article

Full-text available

Jul 2014

This study aims to determine the science attitudes and the self-efficacy levels of 5th, 6th, 7th and 8th grade elementary school students and to investigate in terms of gender, grade and socio-economic status. Survey model is used in the research and this research is conducted with 296 elementary students in three different schools in the center of Balikesir province. Science Attitude Scale, Generalized Self Efficacy Scale and interviews obtained from 36 students were used for data collection. According to analysis, the results of the research indicate that gender has no effect on science attitude and self-efficacy, according to students’ attitude toward science there are significant differences among 5th-7th, 5th-8th, 6th-7th, 6th-8th grades and according to self-efficacy there are significant differences among 5th-6th, 5th-7th, 5th-8th grades in favor of upper grades.

Circulation and transformation of knowledge in and out the class. Attitudes of students towards sciences: The point of researches

Article

Jan 2004

Patrice Venturini

Can 'Attitudes toward Biology Course' and 'Learning Strategies' Simultaneously Predict Achievement in Biology?

Article

Sep 2011
EGIT ARAST

Problem Statement: There is much research concerning the relationship between attitude and science achievement or between learning strategies and science achievement but less is known about the simultaneous relationships among attitude, learning strategies and achievement in relation to biology and science. It is difficult to source any research on whether and how attitude and learning strategies predict student success in biology or even general science. Purpose of Study: The purpose of this study was to investigate the relationship between attitude toward biology course, learning strategies used to study biology and achievement in biology using structural equation modelling (SEM). Methods: The participants consisted of a total of 890 students (429 ninth and 461 tenth grade) from seven different high schools in the city of Edirne located in the North Eastern part of Turkey. 507 students were males and 383 were females, ranging from 14 to 18 (M = 15.79, SD =.82). Data were collected through the use of two instruments. One measure assessed students' attitudes toward the biology course. The other measure assessed learning strategies used by students in learning biology. Data for achievement in Biology course was obtained from their grade point average (GPA) in Biology at the end of 2006-2007 academic year. The path analysis in terms of structural equation modeling (SEM) was performed to examine the relationship and interaction between attitudes toward the biology course, learning strategies in biology and achievement in biology. Findings and Results: The path model revealed that students' attitude toward biology and the use of learning strategies on the biology course significantly predicted students' achievement in biology (β =.17, p <.001 and β =.17, p <.001, respectively). In addition, there is a significant correlation between students' attitude toward biology and use of learning strategies in biology course (r =.60, p<.05). Thirty-six percent of the use of learning strategies in biology course can be explained by attitude toward the biology course. Conclusions and Recommendations: This research found that both student attitude toward biology and learning strategies were significant predictors of achievement in biology and underlines their importance in enhancing the effectiveness of science education and as predictors of student future success. In this context, the attitudes and learning strategies of high school students seem to be equally related to their performance in biology. Future studies should explore these relationships in different cultural contexts and extend the scope to other disciplines such as physics and chemistry.

Science Teachers’ Cultural Beliefs and Diversities: A Sociocultural Perspective to Science Education

Chapter

Feb 2013

Nasser Mansour

Research supports the idea that teachers are crucial change agents for educational reform and that teachers’ beliefs are precursors to change. A growing body of research argues that teachers’ beliefs and practices should be studied within the sociocultural framework of their work thereby showing that the relationship between their beliefs and practices is both complex and context dependent. Clearly, there is a need for further research in this area, especially in understudied contexts such as developing countries, in order to promote effective science education in schools and the professional development of teachers. I argue that if this ‘black box’ of cultural influences on reform implementation is better understood, it may be possible to identify specific aspects of the social and cultural context of educational organisations that act as supports or barriers to pedagogical reform or implementing innovations in science curricula. This chapter is grounded in empirical research and would enable evaluators to properly contextualise their findings and track cultural phenomena as both mediating and outcome variables. The key question for this chapter is to what extent teachers’ cultural beliefs, e.g. religious beliefs, have an impact on their pedagogical beliefs and practices in the classroom? The chapter will introduce the sociocultural perspective to science education, and then will argue theoretically the interplay between cultural beliefs and pedagogical beliefs. Finally, the chapter will present empirical case study to explore in-depth the interplay between teachers’ personal religious beliefs (as a case for their cultural beliefs) and pedagogical beliefs and practices. The chapter will discuss the findings of this case study from sociocultural perspective.

Developing Measurement Instruments for Science Education Research

Chapter

Nov 2012

Xiufeng Liu

This chapter reviews the development of standardized measurement instruments (SMIs) reported in refereed science education publications since 1990. From the early 1990s, quantitative research began to revive after a brief loss of dominance to qualitative approaches in the 1980s. As a result, many researchers have developed SMIs for science education research. This chapter overviews reported SMIs in terms of their content, target population, validation, and reliability, and then discusses approaches to and issues associated with developing SMIs. Desirable future directions for developing SMIs for science education research are discussed.

Ortaöğretim Öğrencilerinin Kuvvet ve Hareket Konusundaki Kavramsal Anlama Düzeylerinin ve Tutumlarının İncelenmesi

Article

Full-text available

May 2015

The purpose of this study is to investigate the 9 th , 10 th and 11 th grade of secondary education students' conceptual understanding levels and attitudes regarding Force and Motion and the change according to the variables of gender and class level. The research sample is composed of 110 students in a state school in Ankara. ‘Force Concept Inventory Test’ and ‘Attitude Scale towards Force and Motion’ were used as data collection tools in the research in which the descriptive method was used. Results of the research, it was seen that the students' conceptual understanding levels regarding this concept were low. The class level were investigated, both the conceptual understanding levels and attitudes of the 9 th grade students were observed to be in better level in terms of mean scores than the levels of the others. Conceptual understanding levels of 9 th grade students differ meaningfully when compared with other grades. There were meaningful differences in favor of the males in the change of the students' conceptual understanding levels regarding Force and Motion according to gender. There were meaningful differences regarding the attitude between the 9 th and 11 th grade students and these differences were in favor of the males. Attitude scores of the 10 th grade students did not change according to the factor of gender. It was revealed that there was a meaningful relationship at a medium level in a positive way between the students' conceptual understanding levels and attitudes regarding Force and Motion without making any discrimination at the class level.

Perceptions of the water cycle among primary school children in Botswana

Article

Jun 2010

The study was designed to elucidate the nature of the perception of the water cycle held by Botswana pupils in standards 4 to 7 of primary schools in three different areas (namely, remote area dwellers' settlement, peri-urban and urban areas) of Botswana. The research design employed a survey method involving the administration of a structured instrument and interview sessions for data collection. Analyses of research data were carried out by both qualitative and quantitative methods. Among other things, the outcome of the study showed that the perception of water cycle held by the study sample was positively influenced by schooling but negatively impacted upon, to some extent, by the 'untutored' ideas the children brought to school.

Adapting Western Science to Traditional African Culture

Article

Jan 1988

Meshach Bolaji Ogunniyi

In this paper the argument is advanced that, despite the differences between the scientific and the traditional ways of viewing nature, the two systems of thought are not incompatible. This position is reached from a review of the literature and on the basis of personal findings in the area. It is hoped that the article will clarify certain areas of ambiguities and serve as a stimulus for further debate.

Explosion of a Myth: Quantity of Schooling and Exposure to Instruction, Major Educational Vehicles1

Article

Apr 1974

Input-Output Analyses of Schools

Article

Dec 1981

This paper reviews the literature of input-output analyses of schools. Outputs are surveyed first, with a differentiation between cognitive and noncognitive ones. The effects of inputs on outputs are surveyed next, with a differentiation between student inputs and school inputs. Groups of student inputs include student background characteristics, school-related student characteristics, and student attitudes. Groups of school inputs include school conditions and instructional personnel. The literature is surveyed next by population samples, data aggregation, and statistical analyses. A structural causal model is offered at the end of the paper on the basis of the results of the survey.

School and Teacher Effects: An Interrelational Model

Article

Jun 1980

This review examines a model for investigating school and teacher variables which influence student achievement. The structural model, presented in the first part of the review, includes examples of variables and their expected relationships to each other and to student learning outcomes. Variables are grouped as: (1) school or school district conditions, (2) within school conditions, (3) teacher characteristics, (4) teaching behavior, (5) student characteristics, (6) student behavior, and (7) student learning outcomes. A summary of some of the school effects and teacher behavior research, presented in the second and third section of the review, generally supports the expected relationships among variables in the model.

The relationship between African traditional cosmology and students' acquisition of a science process skill

Article

Jan 1991

The significance of the process skill of observation cannot be overemphasized in the teaching and learning of school science to which the provision of explanations about natural phenomena in the world is central. The study investigated the supposition that observational skills can be influenced by students’ belief in traditional African cosmology, beliefs and superstitions. Data were collected from 319 pre‐degree science students from one of the Nigerian universities using the Traditional Cosmology Test (TCT) and the Test of Observational Skills (TOS). The results showed that students with a high level of belief in African traditional cosmology, made significantly fewer correct observations (p < 0.001) in comparison with those with a low level of belief. There is a strong possibility, as interviews with a random selection of subjects show, that traditional cosmology could have been a major factor responsible for this performance difference in observation.The results of the study have significant implications for curriculum developers and proponents of inquiry‐based science programmes in African classrooms.

New Perspectives in African Education

Article

Oct 1968

African Traditional Thought and Western Science: Part Two

Article

Apr 1967
AFRICA

Robin Horton

Opening Paragraph In Part I of this paper, I pushed as far as it would go the thesis that important continuities link the religious thinking of traditional Africa and the theoretical thinking of the modern West. I showed how this view helps us to make sense of many otherwise puzzling features of traditional religious thinking. I also showed how it helps us to avoid certain rather troublesome red herrings which lie across the path towards understanding the crucial differences between the traditional and the scientific outlook.

Understanding of science: the impact of the African view of nature

Article

T. R. Odhiambo

How Effective Is Schooling

Article

Jan 1974

Science Teaching and Science Curriculum Development in a Supposedly Non-Scientific Culture

Article

Jan 1975

Magnus J. A. Cole

The level of development of science in developing countries shows that science is recognized only as a means toward economic survival and not necessarily as a way of understanding the individual's relationship with the natural world. Implications for curriculum development are discussed. (Author/LBH)

A Study of the Nature of Incidental Physical Science Knowledge Possessed by Elementary School Children in Western State of Nigeria

Article

Nov 1976
J RES SCI TEACH

Adediran A. Taiwo

This study was designed to examine the amount of incidental physical science knowledge possessed by fourth-, fifth-, and sixth-grade students in elementary schools in Western State of Nigeria, and to determine what relationship exists between the amount of such knowledge and the pupils' performance on science-related Piagetian tasks. The pupils were tested with the Physical Science Knowledge Test and numerous Piagetian tasks. The responses of the pupils were then subjected to an iten-by-item analysis and to the t-test, analysis of variance, and correlational analysis. Some of the results of this study were: there was a significant difference between the amount of incidental science knowledge possessed by urban school children and that possessed by their non-urban counterparts; the performances on the Piagetian tasks were age-dependent, with the older children performing better than the younger children; and a significant positive correlation was found between the amount of incidental science knowledge possessed by school children of each grade of study and their performance on the Piagetian tasks. (Author/MLH)

School science curriculum and innovation: An African perspective

Article

Jul 1984

Andrew O. Urevbu

A Synthesis of Social and Psychological Influences on Science Learning

Article

Jan 1981
SCI EDUC

Influence of student background on science attitudes and achievement

Article

Mar 1986
J RES SCI TEACH

The purpose of the study was to investigate the influence of students' background and perceptions on science attitude and achievement. The data analysed came from Booklet 4 given to 17-year-olds during the 1976–1977 National Assessment of Educational Progress (NAEP) survey. Causal modeling procedures were used to analyze the data. In particular, the LISREL method which underlies the LISREL IV computer program, (Jöreskog and Sörbom, 1978) was employed. The influence of five background variables (sex, race, home environment, amount of homework, and parents' education) on three dependent variables (student perception of science instruction, student attitudes, and student achievement) was examined. Sex, race, and the home environment were shown to have substantial influence on student achievement in science. Further, two different models were tested: a model in which attitudes influence achievement and its converse (achievement influences attitudes). The data supported the first model, that is, attitudes influence achievement.

A summary of research in science education—1977

Article

Sep 1979
SCI EDUC

The effect of pre-school education on academic performance in primary school: A case study of grade one pupils in Botswana

Article

Mar 2002
INT J EDUC DEV

Evidence abounds in the literature of a direct link between pre-primary education and academic performance in the primary school. The salutary effect of the ‘Head start’ programme inaugurated in the United States of America in the early 1960s on the academic performances of its beneficiaries in the lower primary is such a piece of evidence. Premised on this commonality between pre-primary education and academic achievement in the primary school, the study aimed at finding out whether there were significant differences in the performances of Botswana grade one pupils with pre-school education experience and their counterparts without such an experience on selected tasks in English language, mathematics and science. Using purposive sampling technique for school selection, a total of 120 grade one pupils were randomly selected for the study from four selected primary schools in Botswana. In addition, 20 grade one teachers from the study schools participated in the study. For data collection purpose, each pupil-subject was individually interviewed for about 20 min on the study tasks; and the opinions of the twenty teachers on the subject of the study was sampled by the use of a questionnaire. The results of the study indicated that pupils with pre-school education experience significantly out-performed their counterparts without such experience in all the three school subject areas surveyed by the study. This trend of the impact of pre-school education on academic achievement at the early primary school level was corroborated by the opinions of the primary school teachers. The paper concluded by observing that pre-school education equips children with pre-requisite skills which make learning in grade one easier and faster for children so exposed.

Achievement in fifty states

Jan 1979

H J Walberg
S P Rasher

Walberg, H. J. and Rasher, S. P. (1979) Achievement in fifty states. In J. H. Walberg (ed.) Educational Environments and Effects (Berkeley, CA: McCutchan).

An educology of socio-cultural factors in science classrooms

Jan 1988
93-107

O J Jegede
P A O Okebukola

Jegede, O. J. and Okebukola, P. A. O. (1988) An educology of socio-cultural factors in science classrooms. International Journal of Educology, 2, 93–107.

Explosion of a myth: Quality of schooling and exposure to instruction

Jan 1974
7-12

D C Wiley
A Harnschfenger

Wiley, D. C. and Harnschfenger, A. (1974) Explosion of a myth: Quality of schooling and exposure to instruction. Educational Researcher, 3 (4), 7–12.

Conception of selected natural phenomena held by secondary school students in Botswana: Its nature and implica-tions for science education in Botswana

Jan 1994
34-47

R J Charakupa
A A Taiwo

Charakupa, R. J. and Taiwo, A. A. (1994) Conception of selected natural phenomena held by secondary school students in Botswana: Its nature and implica-tions for science education in Botswana. Boleswa Educational Research Journal, 2, 34– 47.

The Determination of Educational Outcomes

Jan 1979

R G Bridge
C M Judd
P R Moock

Bridge, R. G., Judd, C. M. and Moock, P. R. (1979) The Determination of Educational Outcomes (Cambridge, MA: Balinger).

Socio-cultural Correlates of Anxiety in Science Classroom: A Preliminary Report. Paper presented as a contribution to the International Roundtable Exchange at the National Convention of the Science Teachers' Association

O J Jegede

Jegede, O. J. (1987) Socio-cultural Correlates of Anxiety in Science Classroom: A Preliminary Report. Paper presented as a contribution to the International Roundtable Exchange at the National Convention of the Science Teachers' Association. Washington, DC, March 26–29.

Beyond cognition in science education

Jan 1994

A A Taiwo

Taiwo, A. A. (1994). Beyond cognition in science education. University of Botswana Inaugural Lecture Series, No. 8 (Gaborone: National Institute of Research, Botswana).

The impact of selected Yoruba myths in science concepts possessed by secondary modern school students in Oyo State of Nigeria

A A Taiwo

Taiwo, A. A. (1978) The impact of selected Yoruba myths in science concepts possessed by secondary modern school students in Oyo State of Nigeria. Proceedings of the World Congress of the International Association for the Advancement of Educational Research, 622–641.

Socio-cultural Factors in Students' Pursuit of Science and Technology. Paper presented at the 28th Annual Conference of the Science Teacher Association of Nigeria

O C Nwana

Nwana, O. C. (1987) Socio-cultural Factors in Students' Pursuit of Science and Technology. Paper presented at the 28 th Annual Conference of the Science Teacher Association of Nigeria, 17–22 August.

Misconceptions of Some Biological Concepts by Nigerian Students and the Effects of Instructional Intervention. Paper presented at the 59th meeting of National Association of Research in Science Teaching

P A Okebukola

Okebukola, P. A. (1986) Misconceptions of Some Biological Concepts by Nigerian Students and the Effects of Instructional Intervention. Paper presented at the 59 th meeting of National Association of Research in Science Teaching, San Francisco, 28–31 March.

Are the Gods Dead? Testing the Relative Influence of Supernatural Forces Among the Yoruba Youths

Jan 1984

M B Ogunniyi

Ogunniyi, M. B. (1984) Are the Gods Dead? Testing the Relative Influence of Supernatural Forces Among the Yoruba Youths. Working paper No2, submitted to International Development Research Centre (IDRC), Ottawa: Canada.

Input-output analysis of schools

Jan 1981
509-539

N S Glassman
I Biniamonov

Glassman, N. S. and Biniamonov, I. (1981) Input-output analysis of schools. Review of Educational Research, 51, 509–539.

Jan 1980
273

CENTRA J. A.

The correlates of the socio-cultural background of Botswana junior secondary school students with their attitudes towards and achievements in science

Abstract

No full-text available

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