Predominant Teaching Strategies in Schools: Implications for Curriculum Implementation in Mathematics, Science and Technology

Autor/in	Achuonye, Keziah Akuoma
Titel	Predominant Teaching Strategies in Schools: Implications for Curriculum Implementation in Mathematics, Science and Technology
Quelle	In: Educational Research and Reviews, 10 (2015) 15, S.2096-2103 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Surveys; STEM Education; Elementary School Teachers; Secondary School Teachers; College Faculty; Foreign Countries; Rating Scales; Teaching Methods; Lecture Method; Thinking Skills; Educational Innovation; Conventional Instruction; Discussion (Teaching Technique); Questioning Techniques; Demonstrations (Educational); Experiments; Student Projects; Educational Games; Role Playing; Discovery Learning; Inquiry; Cooperative Learning; Peer Teaching; Context Effect; Problem Based Learning; Nigeria + Suchen Sie Ihr Suchwort? Survey; Umfrage; Befragung; STEM; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fakultät; Ausland; Rating-Skala; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Instructional innovation; Bildungsinnovation; Befragungstechnik; Fragetechnik; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Erprobung; Schulprojekt; Educational game; Lernspiel; Rollenspiel; Entdeckendes Lernen; Kooperatives Lernen; Peer group teaching; Peer Group Teaching; Problem-based learning; Problemorientiertes Lernen
Abstract	This descriptive survey is hinged on predominant teaching strategies in schools, implications for curriculum implementation in Mathematics, Science and Technology. Target population consisted of teachers in primary, secondary and tertiary schools. However, purposive sample of 900 respondents was drawn from the six BRACED states namely Bayelsa, Rivers, Akwa-Ibom, Cross-River, Edo, Delta states in the South-south region. Five research questions guided the study; and data collection was through a rating scale (PTSS) designed by the researcher. Analysis was through mean on item by item basis. The finding indicated that lecture method is still prevalent in schools at all levels, and that ignorance is a major setback to effective application of innovative strategies. The implication is that our MST classrooms are yet to encourage active, self-directed and higher cognitive skills highly needed for the increasing globalization, world of work and lifelong learning. Regular refresher programmes were therefore recommended for teachers at all levels to enlighten and motivate them to embrace innovative teaching strategies. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01