Teaching Science Courses In and Out of Area of Specialisation in a Single-Sex/Co-Educational Schools.

Autor/in	Ogunsola-Bandele, Mercy F.
Titel	Teaching Science Courses In and Out of Area of Specialisation in a Single-Sex/Co-Educational Schools.
Quelle	(1999), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Coeducation; Educational Environment; Foreign Countries; Knowledge Base for Teaching; Science Education; Science Teachers; Secondary Education; Sex Differences; Single Sex Schools; Teacher Qualifications; Teaching Methods; Nigeria + Suchen Sie Ihr Suchwort? Koedukation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Teaching theory; Theory of teaching; Unterrichtstheorie; Naturwissenschaftliche Bildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Sekundarbereich; Sex difference; Geschlechtsunterschied; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Lehrqualifikation; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study examined the differences and similarities experienced by secondary school science teachers when teaching science within and outside their area of specialization in single sex and co-educational schools. Interviews were conducted and audio taped for six experienced science teachers on their qualification, classes/subjects taught and teaching experience. To ensure that each teacher's perspective was heard, each interview was reviewed, and agreement about the meaning was built to the satisfaction of the teachers. On analyzing the differences and similarities in the teachers experiences, it was found that those teaching out of their areas of specialization found it difficult structuring their lessons, getting back on track when drawn away from their original lesson plan and were sometimes unable to construct explanation in response to students (especially male) questions. The importance of training more science teachers in specific fields, assigning teachers to teach within their areas of specialization and creating a learning environment that promotes equity is discussed. (Contains 14 references.) (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC