Enhancing Transfer of Knowledge in Physics through Effective Teaching Strategies

Autor/in	Akinbobola, Akinyemi Olufunminiyi
Titel	Enhancing Transfer of Knowledge in Physics through Effective Teaching Strategies
Quelle	In: Journal of Education and Practice, 6 (2015) 16, S.37-44 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Foreign Countries; Secondary School Science; Physics; Science Instruction; Teaching Methods; Pretests Posttests; Instructional Effectiveness; Control Groups; Experimental Groups; Comparative Analysis; Secondary School Students; Reliability; Measures (Individuals); Transfer of Training; Gender Differences; Student Centered Learning; Discovery Learning; Secondary School Teachers; Statistical Distributions; Statistical Analysis; Nigeria + Suchen Sie Ihr Suchwort? Ausland; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Sekundarschüler; Reliabilität; Messdaten; Training; Transfer; Ausbildung; Geschlechterkonflikt; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Entdeckendes Lernen; Wahrscheinlichkeitsverteilung; Statistische Analyse
Abstract	The study assessed the enhancement of transfer of knowledge in physics through the use of effective teaching strategies in Nigerian senior secondary schools. Non-randomized pretest-posttest control group design was adopted for the study. A total of 278 physics students took part in the study. Transfer of Knowledge Test in Physics (TKTP) with the internal consistency of 0.76 using Kuder Richardson formula 21 was the instrument used in collecting data. Analysis of Covariance (ANCOVA) and t-test were used to analyze the data. The results showed that guided discovery was the most effective in facilitating students' transfer of knowledge in physics. This was followed by demonstration while expository was found to be the least effective. Also, there exists no significant difference in the transfer of knowledge of male and female physics students taught with guided discovery, demonstration and expository teaching strategies. It is recommended that guided discovery and other student-centred teaching strategies should be adopted for teaching various concepts in physics so as to engage the students in various activities for meaningful acquisition and transfer of scientific knowledge processes and ethics. Also, physics teacher must emphasize on variety of procedures for promoting insight, meaningfulness, organization of experience, discovery of interrelatedness among ideas and techniques, and the application of knowledge acquired in one situation to a variety of situations. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01