CHALLENGE LEARNING FOR TEACHERS IN RURAL GWERU ZIMBABWE

The study established that rural day secondary school science teachers face a number of challenges, including inadequate teaching and learning materials, students’ negative attitudes towards science, conflicts between students’ home background and school science, and absence of science teachers’ associations. These challenges could have a direct impact on the teaching and learning of science in rural day secondary schools. The opening of rural day secondary schools in Zimbabwe was a great challenge in terms of providing science education to all students because the newly opened secondary schools did not have conventional laboratories and equipment that would facilitate the teaching and learning of science. This study sought to find out the challenges faced by rural day secondary school science teachers in Gweru district of Zimbabwe and propose a way forward. Questionnaires, interviews and observations were used to collect data pertaining to the challenges that were faced by the teachers.

Download Full-text

FrogVLE Application in Science Teaching in Secondary Schools in North Malaysia: Teachers’ Perspective

Education Sciences ◽

10.3390/educsci9040262 ◽

2019 ◽

Vol 9 (4) ◽

pp. 262

Author(s):

Ramli ◽

Saleh

Keyword(s):

Secondary School ◽

Secondary Schools ◽

Learning Environment ◽

Science Teaching ◽

Science Teachers ◽

Virtual Learning ◽

School Science ◽

Virtual Learning Environment ◽

Secondary School Science ◽

Real Picture

The frogVLE application was launched in Malaysia to provide a virtual learning environment in order to produce competitive and relevant students in the 21st century. As science is one of the most important subjects for the development of a nation, the perspective of teachers as policy implementers should be taken into account in ensuring that the desire is achieved. Hence, this study aimed to investigate the level of application of frogVLE in secondary school science teaching in the northern peninsular of Malaysia. This qualitative study involved 50 secondary school science teachers in Perak, Kedah, Penang and Perlis. Each respondent was required to answer a questionnaire which consists of 20 questions. Five teachers were randomly interviewed by the researcher. The data were analyzed descriptively. The analysis results provide a real picture of how the frogVLE application is used in teaching, as well as the issues, challenges and suggestions for improvements in frogVLE while teaching secondary school science subjects. The findings from this study are expected to help the Ministry of Education to develop programs and improve the use of the frogVLE application in teaching science in secondary schools. In conclusion, a virtual learning environment such as the frogVLE application can only be used optimally to help improve science teaching excellence if the relevant issues are solved and supportis received from all parties.

Download Full-text

Exploring the TPACK of Taiwanese secondary school science teachers using a new contextualized TPACK model

Australasian Journal of Educational Technology ◽

10.14742/ajet.282 ◽

2013 ◽

Vol 29 (4) ◽

Cited By ~ 29

Author(s):

Syh-Jong Jang ◽

Meng-Fang Tsai

Keyword(s):

Secondary School ◽

Secondary Schools ◽

Content Knowledge ◽

Science Teachers ◽

Teaching Experience ◽

School Science ◽

Influential Factors ◽

Font Size ◽

Secondary School Science ◽

Technology Knowledge

Technological pedagogical and content knowledge (TPACK) has been one of the steering theoretical concepts widely employed by researchers in order to examine and develop teachers' knowledge of integrating technology into teaching. Existing research on TPACK shows little about in-service secondary school science teachers' TPACK through a quantitative approach. The purposes of this study were to explore TPACK of secondary school science teachers using a new contextualized TPACK model. Associations between in-service teachers' TPACK and other factors were also examined. The TPACK questionnaire was mailed to secondary schools randomly selected across different parts of Taiwan, and return envelopes were provided for completed questionnaires. There were 1292 science teachers from secondary schools for factor analysis. An independent samples t-test was conducted when there were two groups (i.e., gender) to be compared for TPACK. ANOVA was conducted when there were more than two groups (i.e., science teaching experience) compared for TPACK. The results indicated that secondary science teachers' TPACK was statistically significant according to gender and teaching experience. With the consideration of other TPACK sub-components, male science teachers rated their technology knowledge significantly higher than did female teachers. Experienced science teachers tended to rate their content knowledge and pedagogical content knowledge in context (PCKCx) significantly higher than did novice science teachers. However, science teachers with less teaching experience tended to rate their technology knowledge and technological content knowledge in context (TPCKCx) significantly higher than did teachers with more teaching experience. The study shows how gender and teaching experience were influential factors for secondary school science teachers' TPACK. The research implications of this study are provided along with suggestions.

Download Full-text

Senior Secondary School Science Teachers in Delta and Edo States Conceptualization about the Nature of Science

International Education Studies ◽

10.5539/ies.v5n3p67 ◽

2012 ◽

Vol 5 (3) ◽

Author(s):

Patrick Osawaru Ajaja

Keyword(s):

Secondary School ◽

Nature Of Science ◽

Science Teachers ◽

School Science ◽

Senior Secondary School ◽

Secondary School Science ◽

Senior Secondary

Download Full-text

An Opinions of secondary school science and mathematics teachers on STEM education

World Journal on Educational Technology Current Issues ◽

10.18844/wjet.v10i1.3120 ◽

2018 ◽

Vol 10 (1) ◽

pp. 52

Author(s):

Bekir Yildirim ◽

Cumhur TÃ¼rk

Keyword(s):

Middle School ◽

Secondary School ◽

Science Teachers ◽

Stem Education ◽

Mathematics Teachers ◽

School Science ◽

Middle School Science ◽

Secondary School Science ◽

And Mathematics ◽

Science And Mathematics Teachers

In this study, the opinions of middle school science teachers and mathematics teachers towards STEM education were examined. The research was carried out for 30 hours with 28 middle school science and mathematics teachers who were working in Istanbul during the spring semester of 2016-2017 academic year. 75% of these teachers are female teachers and 25% are male teachers. The study was conducted by the case study method among qualitative research methods. For the determination of the opinions of the secondary school science and mathematics teachers by the researcher, "STEM Interview Form for Teachers" consisting of 8 questions was created. As a result of the analysis, the teachers emphasized that they did not feel sufficient about STEM education. In addition, teachers emphasized that a good STEM teacher should have STEM knowledge, pedagogy knowledge and 21st century skill knowledge. However, they emphasize that STEM education is a useful educational concept but that there may be problems that may be encountered during STEM education. Moreover, it was also found that after the STEM training, teachers had positive changes in their opinions towards Engineering and Technology. Suggestions have been made in the direction of these obtained results.

Download Full-text