Train-the-Trainers Biology Workshop as an Effective Science Advocacy Tool: An Impact Assessment and Emerging Issues for Science Education

Autor/inn/en	Okafor, Izuchukwu Azuka; Mbagwu, Smart Ikechukwu; Eze, Chinyere Elizabeth; Oluwatayo, Jennifer Chizoba; Anachuna, Obinna Nonso; Obialor, Chris Okwuchukwu
Titel	Train-the-Trainers Biology Workshop as an Effective Science Advocacy Tool: An Impact Assessment and Emerging Issues for Science Education
Quelle	In: Journal of STEM Outreach, 4 (2021) 1, (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2576-6767
Schlagwörter	Biology; Science Education; Advocacy; Teacher Workshops; Science Teachers; Faculty Development; Teaching Methods; Teaching Skills; Pedagogical Content Knowledge; Foreign Countries; Teacher Attitudes; Secondary School Teachers; Communication Skills; Teacher Effectiveness; Developing Nations; Educational Resources; Scores; Pretests Posttests; Nigeria + Suchen Sie Ihr Suchwort? Biologie; Naturwissenschaftliche Bildung; Sozialanwaltschaft; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Pädagogische Kompetenz; Ausland; Lehrerverhalten; Kommunikationsstil; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Developing country; Developing countries; Entwicklungsland; Bildungsmittel
Abstract	Science advocacy is a vital tool for ensuring improved and more beneficial science education, especially in resource-poor countries. This study assessed the impact of a train-the-trainer biology workshop (TTTBW) as a useful instrument for science advocacy and maximizing biology teacher training. Thirty-one biology teachers (30% male and 70% female) competitively selected from 25 secondary schools in urban areas of Anambra State Nigeria participated in the two-day TTTBW. They were taught several pre-identified and need-based topics as part of professional development. Some of the topics taught include A) Effective communication skills for biology teaching; B) Teaching management skills; C) Dynamics of child education; D) New pedagogical skills in teaching Biology; E) Strategies for targeted Assessment in Biology; and F) Adaptation of Biology teaching for resource-poor countries. Each topic lasted for at least an hour, and a pre and post-test was done for topics A-C and analyzed. Pre-workshop assessment and post-workshop impact assessment interviews were also carried out through an online form and self-administered questionnaire, respectively. There was a significant increase in the teachers' post-test scores in topics examined (A-C) compared to the pre-test scores (p= 0.00, 0.00, and 0.004 respectively). After the workshop, the interest in teaching biology increased in most of the participants (91%) compared to 23% before the workshop. TTTBW is a potent tool for science advocacy and professional development for teachers and exhibits scale-up potentials for maximal impact. (As Provided).
Anmerkungen	Journal of STEM Outreach. PMB 0367, 230 Appleton Place, Nashville, TN 37203. e-mail: jstemoutreach@vanderbilt.edu; Web site: https://www.jstemoutreach.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01