Coding and Analysing Behaviour Strategies of Instructors in University Science Laboratories to Improve Science Teachers Training

Autor/in	Ajaja, Patrick Osawaru
Titel	Coding and Analysing Behaviour Strategies of Instructors in University Science Laboratories to Improve Science Teachers Training
Quelle	In: International Education Studies, 6 (2013) 1, S.63-73 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Foreign Countries; College Faculty; College Science; Science Instruction; Science Teachers; Teacher Education; Science Laboratories; Time on Task; Observation; Case Studies; Intellectual Disciplines; Botany; Microbiology; Zoology; Chemistry; Physics; Geology; Check Lists; Demonstrations (Educational); Instructional Effectiveness; Teacher Behavior; Science Education; Educational Improvement; Statistical Analysis; Statistical Significance; Nigeria + Suchen Sie Ihr Suchwort? Ausland; Fakultät; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Zeitaufwand; Beobachtung; Case study; Fallstudie; Case Study; Geisteswissenschaften; Botanik; Mikrobiologie; Zoologie; Chemie; Physik; Historische Geologie; Checkliste; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Unterrichtserfolg; Teacher behaviour; Lehrerverhalten; Naturwissenschaftliche Bildung; Teaching improvement; Unterrichtsentwicklung; Statistische Analyse
Abstract	The intention of this study was to determine how science instructors in the university laboratories spend time on instruction. The study, was guided by three research questions and two hypotheses tested at 0.05 level of significance. The study employed a non-participant observation case study design. 48 instructors teaching lower and higher levels practical courses in Botany, Microbiology, Zoology, Chemistry, Physics, and Geology in Faculty of Science of Delta State University constituted the sample. A behaviour checklist called Science Laboratory Interaction Categories (SLIC) was the instrument used for data collection. A major finding of the study showed that science instructors spend most of the instructional time on; Demonstration of Procedure, Shows, Transmits, Listens and Non-lesson related behaviours resulting in less investigative teaching. Another finding of the study shows that among the six science disciplines the data revealed significant differences for all the instructor behaviours. It was concluded that the observation of what science instructors do in the university laboratories can be a source of valid information on how to improve science education in the universities and science teachers training for other levels of education and institutions. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01