Education Journal, Vol. 3, Issue 4, Dec  2020, Pages 120-130; DOI: https://doi.org/10.31058/j.edu.2020.34011 https://doi.org/10.31058/j.edu.2020.34011

Socio-Scientific Issues in the Curricula: Discovering the Classroom Situation of Nigerian Secondary Schools’ Science Teachers and Students

, Vol. 3, Issue 4, Dec  2020, Pages 120-130.

DOI: https://doi.org/10.31058/j.edu.2020.34011

Etim Justin Mel 1*

1 School of Postgraduate Studies, National Open University (NOUN), Abuja, Nigeria

Received: 25 August 2020; Accepted: 20 September 2020; Published: 9 October 2020

Download PDF | Views 33 | Download 20

Abstract

An investigation was undertaken on “Socio-scientific issues in the curricula: discovering the classroom situation of Nigerian secondary schools science teachers and students”. The main objectives of the study were to determine the perceptions of teachers on the inclusion of socio-scientific issues in the curricula of science. The study also investigated the extent to which the students were willing to study those issues. Moreover, the study found out the effect of type or geographical location of schools on students’ academic performance. Three research questions were formulated along with three hypotheses to guide the study. The research design was partly descriptive and partly inferential; and the population was stratified on the bases of type of school, location and gender of the students and teachers. The sample comprised One hundred and eighty (180) science teachers and three hundred and sixty (360) science students drawn from senior secondary schools in the Federal Capital Territory, Abuja. They were sampled using proportionate sampling technique. The average students’ age was 16 years. The instruments comprised teachers’ perception questionnaire (TPQ), students’ willingness questionnaire on socio-scientific issues and students achievement test on socio-scientific issues in the curricula. Data were collated and analyzed using means and standard deviations inferential statistics of chi-square and analysis of variance were used to test the hypotheses relevant to the study. Results revealed that teachers had positive perceptions about the inclusion of socio-scientific issues in the curricula. The results also showed that students showed strong willingness to study socio-scientific issues. It was similarly discovered that there was significant difference in the performance of the students due to type or location of school. It was recommended that schools should be adequately and equitably funded to addresse the observed gap.

Keywords

Keyword Perception, Science Curricula, Academic Performance, Attitude

Copyright

© 2017 by the authors. Licensee International Technology and Science Press Limited. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

References

[1] Bartholomew, H.; Osborne, J.; Ratcliffe, M. Teaching students “ideas – about – science”: five dimensions of affective practice. Science Education, 2004, 88 (5), 655-682.

[2] Bryce, T. Tough acts to follow: The challenges to science teachers presented by biotechnological progress. International Journal of Science Education, 2004, 26(6), 717-722.

[3] Carver, C.S.; Scheier, M.F. Origins and functions of positive and negative affect: A contro-process view. Psychological Review, 1990, 97(1), 19-35.

[4] Ekborg, M.; Idelana, M.; Malmberg, C.; Rehn, A. Science for life – A conceptual framework for construction and analysis of socio-scientific cases. NorDiNa, 2009, 5, 35-46.

[5] Jarman, R.; MaClune, B. Developing scientific literacy: Using news media in the classroom, Maidenhead: Open University Press, 2007. ISBN-B: 978-0335217953, ISBN-10: 0335217958.

[6] Limon, R. The domain generality – specificity of epistemological beliefs: A theoretical problem, a methodological problem or both? International Journal of Educational Research, 2006, 45(1-2), 7-27.

[7] Moore, A.; Edward, G.; Helpin, D.; George, R. Compliance, resistance and professionalism: The (re)construction of school teacher identities in a period of intensive educational reform. British Educational Research Journal, 2002, 28(4), 551-665.

[8] Hoffer, B.K. Personal epistemology research: Implications for learning and teaching. Journal of Educational Psychology Review, 2001, 13(4), 353-383.

[9] Osborne, J.; Simon, S.; Collins. Attitudes towards science: Review of literature and its implication. Journal of Science Education, 2003, 98(3), 583-597.

[10] Otander, C.; Silfer, E.; Winberg, M.; Lindal, B.; Rosberg, M.; Ekborg, M.; Ideland, M.; Malin, M.C.; Rehn, A. Socio-scientific issues – A way to improve students’ interest and learning? US – China Education Review, 2011, B3, 342-347. ISSN: 1548-6613

[11] Pekrun, R.; Elliot, A.J.; Maier, M.A. Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 2006, 98(3), 583-597.

[12] Ryan, R.M.; Deci., E.L. Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 2000, 25(1), 54-67.

[13] Windschitl, M.; Andre, T. Using computer simulations to enhance conceptual change: The roles of constructivists instruction and student epistemological beliefs. Journal of Research in Science Teaching, 1998, 35(2), 45-160.

[14] Sadler, T.D.; Barab, S.A.; Scott, B. What do students gain by engaging in socio-scientific inquiry. Research in Science Teaching, 2007, 37(4), 371-391.

[15] Schutz, P.A.; DeCuir, J.T. Inquiry on emotions in education. Educational Psychologist, 2002, 37 (2), 125-134.

Related Articles