scholarly journals Science Teachers’ Level of Technological Knowledge and the Effect of Demographic Variables in Ondo State, Nigeria

2021 ◽  
Vol 3 (1) ◽  
pp. e02202
Author(s):  
Olajumoke Toye Ominowa
Author(s):  
Mohammed Yousef Mai ◽  
Mahizer Hamzah

The integration of Information and Communications Technology (ICT) in classrooms has been a challenge for the educational systems that aim to cope with the needs and the demands of the 21st century. The TPACK framework represents the knowledge needed by teachers bringing together content knowledge, technological knowledge and pedagogical knowledge with the aim of integrating ICTs into teaching-learning processes. The aim of this study is to determine the primary science teachers’ perceptions of technological pedagogical content knowledge (TPACK) addressing teachers’ perceptions of the affordances of technology application in instruction. A total of 133 prımary science teachers in Malaysia were surveyed (Female= 67, Male= 66). Data were collected through “Technological Pedagogical and Content Knowledge” (TPACK) scale. The questionnaire consisted of 47 questions about TPACK and is based on the survey instrument developed by Schmidt et al. (2009). TPACK involving the seven factors of technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), pedagogical content knowledge (PCK), as well as synthesized knowledge of technology, pedagogy, and content (TPC). The findings indicate that primary science teachers perceive higher self-confidence in pedagogical knowledge in general. Further, no differences between science teachers’ perceptions according to thier gender, while there are diferences between the teachers perceptions of PK, CK, and PCK accordıng to their age


The study aimed at gauging science teachers’ usability of alternative assessments in light of four demographic variables: teacher specialization, school level, experience, and scientific qualification. The population consisted of all science teachers (physics, chemistry, and biology) in Bani Kenanah Province, Jordan, and the sample comprised 163 teachers. The researchers developed a questionnaire and verified its validity and reliability for collecting data. Some statistical analyses such as Mean, standard deviations and ANOVA tests were conducted to analyze the questionnaire. The results indicated that the degree of using alternative assessments by science teachers for evaluating students’ learning is medium in general but with varying degrees from one item to another. The results also revealed that significant differences existed at the level of (α = 0.05) for the variables of teacher specialization and experience. However, the results did not show significant statistical differences at the level (α = 0.05) of the use of alternative statements for both school level and teacher qualification. The study included several recommendations; the most important of which is the necessity of dispensing prompt instruction on alternative assessments to train teachers adequately and to supplement them with lucid guides to boost their competences and skills in utilizing these innovative models.


2016 ◽  
Vol 15 (2) ◽  
pp. 159-172
Author(s):  
Ümran Betül Cebesoy ◽  
Ceren Öztekin

The importance of genetically literate individuals who can understand and join debates about genetics related issues, including gene therapy or cloning has been acknowledged by societies. With this respect, raising genetically literate individuals has become more prominent. Teachers’ knowledge in genetics literacy and their attitudes towards issues in genetics literacy influence their teaching practices. As a wide range of variables effect teachers’ genetics literacy levels and attitudes, this study examined how a set of variables including pre-service science teachers’ self-perceived interest, knowledge and importance of genetics, gender, academic achievement, socioeconomic status (household income, employment status and educational level of parents) are related to the their genetics literacy levels and attitudes towards various genetics literacy issues. Data was collected from 355 pre-service science teachers through administration of Genetics Literacy Assessment Inventory and Attitudes towards Issues in Genetics Literacy Scale. Canonical correlation analysis suggested that self-perceived interest and importance in genetics literacy issues, gender and parents’ educational levels were positively associated with participants’ genetics literacy levels, as well as attitudes towards the use of genetic information, gene therapy, and gene therapy applications. On the other hand, self-perceived knowledge, GPA, household income, employment status of parents were not found to be associated. Key words: genetics literacy, pre-service science teachers, attitude, socio-demographic variables.


2012 ◽  
Vol 17 (1) ◽  
pp. 55-62 ◽  
Author(s):  
Viren Swami ◽  
Angela Nogueira Campana ◽  
Rebecca Coles

Although patients of cosmetic surgery are increasingly ethnically diverse, previous studies have not examined ethnic differences in attitudinal dispositions toward cosmetic surgery. In the present study, 751 British female university students from three ethnic groups (Caucasians, South Asians, and African Caribbeans) completed measures of acceptance of cosmetic surgery, body appreciation, self-esteem, and demographic variables. Initial between-group analyses showed that Caucasians had lower body appreciation and self-esteem than Asian and African Caribbean participants. Importantly, Caucasians had higher acceptance of cosmetic surgery than their ethnic minority counterparts, even after controlling for body appreciation, self-esteem, age, and body mass index. Further analyses showed that ethnicity accounted for a small proportion of the variance in acceptance of cosmetic surgery, with body appreciation and self-esteem emerging as stronger predictors. Possible reasons for ethnic differences in acceptance of cosmetic surgery are discussed in Conclusion.


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