Thesis Abstract

Abstract
This research project investigates the teaching methods adopted by basic science teachers and their implications for children's conceptualization of science. The study aims to explore how different teaching approaches impact students' understanding and engagement with science concepts. The research methodology includes classroom observations, interviews with teachers, and surveys with students to gather data on teaching practices and student perceptions. Preliminary findings suggest that the teaching methods used by basic science teachers play a crucial role in shaping children's conceptualization of science. Teachers who employ hands-on, inquiry-based teaching methods are more effective in fostering students' curiosity, critical thinking, and problem-solving skills. These teachers create an interactive learning environment where students actively participate in experiments, discussions, and projects that promote a deeper understanding of scientific concepts. On the other hand, teachers who rely heavily on traditional lecture-based instruction may hinder students' ability to develop a meaningful understanding of science. These teachers tend to focus on memorization of facts and formulas, leading to surface-level learning and limited engagement with the subject matter. As a result, students may struggle to apply their knowledge to real-world situations and may lose interest in science as a whole. The implications of this research highlight the importance of teacher training and professional development in promoting effective science education. Educators need to be equipped with the knowledge and skills to implement innovative teaching strategies that enhance students' conceptualization of science. By incorporating hands-on activities, collaborative projects, and real-world applications into their lessons, teachers can create a more engaging and meaningful learning experience for students. Furthermore, this research underscores the need for curriculum reform to support active learning and inquiry-based approaches in science education. Policymakers and curriculum developers should prioritize the integration of experiential learning opportunities that encourage students to explore, experiment, and discover scientific concepts on their own. By aligning teaching practices with current research on effective science education, we can better prepare students to become critical thinkers and lifelong learners in the field of science.

Thesis Overview

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

One aim of science teaching is to enhance pupils’ understanding of scientific concepts. Another is to develop children’s capacity to understand scientific procedures and to investigate scientifically. Understanding is a mental state, the product of mental processes which infer relationships between elements of information (Johnson-Laird, 1983, 1987; Halford, 1993). Teachers cannot give learners this mental state but can attempt to support the mental processing which gives rise to it. They might do this by providing conceptual structures which embody the relationships or, paradoxically, by withholding such structures (Newton, 1996). However, it would be wrong to characterize these as passive and active learning. Both may require the learner to participate actively in constructing meaning. Research in science education has placed more emphasis on children’s understanding of scientific concepts with less emphasis on teacher trainees’ conceptualization of scientific concepts (Linder & Erickson, 1989; Driver, 1989; Yip, 1998). One reason cited for less emphasis on teachers’ conceptualization of science concepts is the belief that teachers had extra time at the college/university level to focus on their studies and consequently have acquired an understanding of scientific concepts (Linder & Erickson, 1989).

However, it is becoming increasingly important to investigate teacher trainees’ conceptualization of scientific concepts because they will ‘talk and explain’ science concepts to children. Therefore, it is expected that teacher preparatory institutions would teach teacher trainees in a way that places more emphasis on knowledge construction and with less emphasis on knowledge acquisition. Such a move would help teacher trainees to do the same to learners.

Although some studies have been conducted on teacher’ conceptualizations of biological concepts, they are, however, very few indeed (Boo, 2005; Yip. 2007).

However, these studies have been very helpful since they indicated biological concepts in which teachers are deficient and possess misconceptions (Boo, 2005).

This current study therefore aims at obtaining insights into teachers’ conceptualization of immunological processes. In comparison to the wealth of information on some concepts in biology, the research literature on teachers’ conceptualization of immunological processes is under-represented yet immunological processes are crucial to the life of all organisms on earth. Teachers therefore should have a clear conception of immunological processes so that they are proficient at explaining them to children. Furthermore, teachers’ understanding of immunological processes would help them to explain HIV/AIDS pandemic better.

1.2 STATEMENT OF THE PROBLEM

Over time in Nigeria, there has been several polices earmarked to enhance the teaching method adopted in basic primary science teacher and implication for children conceptualization. This was aimed at enhancing children’s level of productivity and academic excellence at ensuring the overall adoption of effective teaching methods. However, the performance of some teaching methods has gravely affected the conceptualization of children’s understanding. In assessing the implication of teaching method in basic primary science in Nigeria, certain indices were used for analysis such as improved teaching aids. Analysis showed that certain factors such as poor technical-know-how and method of teaching by the teachers, lack of transparency, lack of effective relationship between the teachers and the student.

1.3 OBJECTIVES OF THE STUDY

The objectives of this study include:

To identify various teaching methods adopted in basic primary science teaching.
To identify the implication of primary science teaching methods.
To recommend the best teaching methods for primary science teaching.
To identify some teaching problems and solutions in Nigerian academic institution.

1.4 RESEARCH QUESTIONS

What are the various teaching methods adopted in basic primary science teaching?
What are the implications of primary science teaching methods?
What are the best teaching methods for primary science teaching?
What are the teaching problems in Nigerian academic institutions?
What are the solutions to the teaching problems in Nigerian Academic Institution?

1.5 SIGNIFICANCE OF THE STUDY

This research work on teaching method adopted in basic primary science teaching and implication for children conceptualization will provide typical information that will be useful to both government and stakeholders in our various primary and secondary schools.

Therefore the emphasis is on increasing teaching efficiency and methods. The study will help to promote a sound level of academic relationship and learning between the teacher and the school children.

The study would help to make academic stakeholders more knowledgeable and informed on how best to achieve high performance and sound management in academic institution.

The research work is important in that it would bring to lime light, the contributory factors to these problems of poor management efficiency in tertiary institution and the general implications on the system, the environment and the people that the system is meant to serve.

The work will also serve as a source of literature for students and researchers who may want to carry out further researches on similar or related issue or topic.

1.6 SCOPE OF THE STUDY

This research work is actually carried out to examine the teaching method adopted in basic primary science teaching and implication for children conceptualization

However, this research works being a requirement for the award of National Diploma (ND). Among other inhibiting factors, the researcher was constrained as a result of limited time and insufficient funds.

Furthermore, the prevalent economic crunch and the attendant financial and mobility constraints played another devastating role in preventing the researcher to use certain approaches and methods in the course of this study.

1.7 DEFINITION OF TERMS

Some definitions of terms as used in the study were as below;

However, for the purpose of this study, the terms defined include:

Collaborative: A collaborative piece of work is done by two or more people or groups working together.

Demonstration: A demonstration of something is a talk by someone who shows you how to do it or how it works.

Education: Education involves teaching people various subjects, usually at a school or college, or being taught.

Science: Science is the study of the nature and behaviour of natural things and the knowledge that we obtain about them.