Availability and Utilisation of Science Laboratory Facilities on Science Teacher-Trainees’ Pedagogical Content Knowledge in Science (original) (raw)
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Advanced Journal of STEM Education, 2023
The study examined final-year science teacher-trainees' perceptions of the impact of availability and utilization of laboratory facilities on their knowledge and attitudes towards improvisation of instructional materials in science at Accra and Ada Colleges of Education within the Greater Accra Metropolis in the Greater Accra Region of Ghana. The study resulted from personal observation of the majority of in-service Junior High School (JHS) science teachers' inability to effectively teach science to make it more comprehensible to students. The study adopted the quantitative approach with a descriptive cross-sectional survey design involving 62 teacher-trainees, 15 science tutors, and two college principals who were selected through a purposive sampling technique to participate. The main research instrument was the questionnaire. Reliability coefficients of 0.84 and 0.86 were established for tutors' and teachertrainees questionnaires respectively, which indicated that the questionnaires were reliable. The primary data were analyzed using descriptive and inferential statistics. The analysis revealed that the science teacher-trainees at the Ada College of Education held the view that availability and utilization of science laboratory facilities have had a high and positive impact on their knowledge and attitudes towards improvisation of instructional materials in science; whereas, at the Accra College of Education, the science teacher-trainees opined that availability and utilization of science laboratory facilities have had a moderate and neutral impact on their knowledge and attitudes towards improvisation of science instructional materials. It was recommended that the Ministry of Education provide adequate science laboratory facilities to promote the study of science and improve science teacher-trainees knowledge and attitudes towards improvisation in science, especially at the
Science Education International, 2019
The present study aimed to explore the availability and utilization of a science laboratory for the teaching and learning of science. This study was a joint collaboration with India's Ministry of Human Resource Development, the Government of India, and the National Council of Educational Research and Training. The study adopted descriptive survey methodology and random sampling. The instruments used for the study were questionnaires for principals, teachers, and students. The study's findings revealed in most participating schools; there were no separate science laboratories. It was also found that many teachers faced difficulties when conducting science activities due to the large number of students in each class as well as inadequate equipment and materials. The findings highlight that as there was no assessment of science laboratory practical activities, these activities did not contribute directly to the measurement of students' academic performance in science. The study suggested that governments should support laboratory practical activities in science as a part of assessment and specifically for this study's context takes immediate steps to set up science laboratories in all schools for the effective teaching and learning of science.
2017
The study assessed the availability of laboratory resources, teachers' and students' involvement in practical activities in Basic Science in junior secondary schools in Osun State Nigeria. These were with a view to ascertain the availability of laboratory resources in the teaching of Basic Science in junior secondary schools and the involvement of teachers and students to practical activities in the state. The study employed a descriptive survey research design. The population for the study consisted of all Basic Science teachers, facilities for teaching Basic Science and all junior secondary school II students in Osun State. Ten schools were selected from each senatorial district through simple random sampling technique, from each school, ten students from JSSII were also randomly selected through simple random sampling technique to take part in the study. Basic Science teachers found in the schools were purposively used for the study because of their discipline and numbers. The facilities for the research were also purposively selected based on a must for teacher to use in the course of their teaching. Three instruments were used for data collection. They are: Observation Checklist for Basic Science Laboratory Facilities (OCBSLF), Questionnaire for Teachers on Teachers Involvement in Practical Activities (QTTIPA) and Students' Questionnaire on Basic Science Laboratory Facilities (SQBSLF). Data collected were analyzed through simple percentages. The results of the study showed that 14(40.0%) schools indicated that beakers, boiling tubes, conical flask and cylinder are available while 21(60.0%) schools indicated that beakers, boiling tubes, conical flask and cylinder are not available, 10(28.6%) schools indicated that flat bottom flasks are available while 25(71.4%) schools indicated they are not available, 11(31.4%) schools indicated that round bottom flasks are available while 24(68.6%) schools indicated they are not available, 8(22.9%) schools indicated that hand lenses are available while 27(77.1%) schools indicated they are not available, 7(20.0%) schools indicated that Ammeters are available while 28(80.0%) schools indicated they are not available, 9(25.7%) schools indicated that Resistance box are available while 26(74.3%) schools indicated they are not available, 3((8.57%) schools indicated that plastic mammalian models (heart ,eye, ear, and skeleton) and First Aid box (fully equipped) 3((8.57%) are available while 32(91.3%) schools indicated that they not available, 1(2.86%) schools indicated that Meter Rule, Rheostats, Connecting wires, Spatula are available while 34(97.4%) schools indicated they are not available. The results of the study showed that on the average teachers did not use laboratory facilities to teach the students and students are rarely involved in practical activities in schools. The study concluded that laboratory resources are not available to teach students Basic Science in junior secondary school level.
University College of Education Osmania University, 2020
Science as a subject in the school curriculum is beyond doubt a necessity as it imparts knowledge of certain established facts and laws that enhance the overall development of every being in complete consciousness of his life as well as his surroundings. Science is the sum of all experience gained by human hitherto. Such experiences are interpreted in the light of past experience and information. To ensure students effectiveness in learning, theoretical lessons in science should be followed by practicals in the laboratory, so that they understand well the concept taught. This study was undertaken with an objective to compare the utilization of science laboratories by students and teachers of government and private higher secondary school. The present study aimed to explore the availability and utilization of a science laboratory for the teaching and learning of science. The study adopted descriptive survey methodology and random sampling. The instruments used for the study were questionnaires for teachers. The study’s findings revealed in most participating schools; there were no separate science laboratories. It was also found that many teachers faced difficulties when conducting science activities due to the large number of students in each class as well as inadequate equipment and materials. The findings highlight that as there was no assessment of science laboratory practical activities, these activities did not contribute directly to the measurement of students’ academic performance in science. The study suggested that governments should support laboratory practical activities in science as a part of assessment and specifically for this study’s context takes immediate steps to set up science laboratories in all schools for the effective teaching and learning of science.
Zenodo (CERN European Organization for Nuclear Research), 2023
The study investigated the availability and utilization of laboratory materials in teaching basic science in Ekiti State junior secondary schools. The study adopted a descriptive research design of survey type. The sample comprised 250 teachers drawn randomly using multistage stratified sampling technique. The research instrument used was the 'Survey of Availability and Utilization of Laboratory Materials (SAULM)' with reliability coefficient of α=0.75. Two hypotheses were formulated and tested using z-test statistics at 0.05 level of significant. The result revealed that there is a significant relationship between teachers' qualification and utilization of laboratory materials. Also, there was a significant difference (in the utilization of laboratory materials relationship) among male and female teachers teaching basic science in Ekiti State. Based on the findings and conclusions, appropriate recommendations were made.
2020
This study aims to describe the implementation and various obstacles of laboratory activities in junior high schools. The study employed the descriptive quantitative method. The subjects of the study were science teachers in 41 junior high schools representing 4 areas of the Natural Sciences Teachers' Consultative Assembly (MGMP IPA) in Jawa Barat Province. The instrument employed was a questionnaire. The technical analysis of the data was conducted by calculating the average percentage of each answer choice of each statement. This research reveals that 1) the students’ motivation for conducting laboratory activities is high; 2) the implementation of laboratory activities is conducted separately by employing theoretical classroom learning; 3) the source of guidance for laboratory activities is a model of cookbook laboratory; and 4) some obstacles in laboratory activities include insufficient laboratory spaces, less standardized and insufficient number of most equipment, the avai...
THE PROBLEMS THAT SCIENCE AND TECHNOLOGY TEACHERS FACE IN SCIENCE LABORATORY (SAMPLE OF KIRSEHİR)
Science and technology education plays an important role in the development of our country. In order to ensure effective science and technology education, the curriculum covers various activities, and in-class activities are based on constructivist approach. While carrying out the activities in both the classroom and the science laboratory, science and technology teachers face several problems. The aim of the current study is to investigate and provide solutions to the problems that science and technology teachers face in a science laboratory. The research is based on case study, one of the qualitative research methods. The sampling included 34 science and technology teachers working in schools located in the very center and the outskirts of Kırşehir. A questionnaire including two open-ended questions was used as a data collection instrument. The data collected through the questionnaires were subjected to content analysis. The findings of the study indicated that the majority of the participants provided responses that could be categorized into problems caused by context (Class/School/Laboratory), followed by teacher-related and student-related problems.
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This study analyses the perceptions of students, teachers and school quality assurance officers on contemporary teachers' knowledge of laboratory practicals, frequency of student laboratory practices and the conduct of practical examination in Tanzania secondary education. The study involved thirteen secondary schools located in urban and rural areas of Dodoma municipal, Tanzania with a sample of 194 science students from junior classes (form 3 and 4) and senior classes (form 5 & 6) whereas 31 Chemistry teachers and 7 school quality assurance officers interviewed were those found in place. Data were gathered using questionnaires, through interviews, focus group and key informants. Quantitative data were analyzed using SPSS and Excel packages, through factor analysis to obtain principal components as reduced but more meaningful variables. The study noted that teachers have low to moderate knowledge of lab practicals acquired through mentorship and individual efforts but they are unable to deliver practical lessons to the students' satisfaction level, practicals in schools are performed prior regional (mock) and national examination, where performed practicals are based on few and repetitively known practically examined topics in the National Examination Council of Tanzania (NECTA) examination. However, most respondents thought laboratory practicals in schools is inadequately supported and motivated, and that an improved laboratory practices requires; alternation of examined topics in NECTA practical examination, availability of lab facilities in schools, regular and in-service teachers' lab based training and availability of learning spaces in schools. Alternation of examined topics is meant to avoid prediction of examination topics toward NECTA examination and little involvement of teachers in students' practicals towards final examination. This study significant contributes to the understanding of current state of science studies in secondary education.
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Introduction Science consists of the formulation and testing of hypotheses based on observational evidences; experiments are important where applicable, but their major function is to simplify observation by imposing controlled conditions. The National Policy on Education (FRN, 2013) pays special attention to science education; one of the stated objectives of science education is to inculcate the spirit of inquiry and scientific thinking in students. The national policy on education also put special importance on the study of Deleted science and technology. The role of science in the development of any nation cannot be over emphasized. Nigeria has also endeavored to raise the standard of science teaching through curriculum development. Omosewo (2012) asserted that science teaching commenced around 1859 in Nigerian secondary schools. It started with the teaching of nature study and later expanded to the three separate sciences, (Physics, Chemistry, and Biology). The Ministries of Edu...
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During the beginning years of teach- ing, science teachers develop the knowl- edge and skills needed to design and implement science laboratories. In this regard, this quantitative study focused on the reported laboratory practices of 61 beginning secondary science teachers who participated in four different induc- tion programs. The results demonstrated an increase in inquiry-based laboratories while the participants were engaged in a science-specifi c induction program. Nevertheless, after the program concluded, the teachers reported enacting more skill-based and verifi cation laboratories rather than continuing with the inquiry- based laboratories. Other fi ndings in- cluded an increased use of computer equipment over time for all teachers and a positive correlation between the num- ber of science methods courses that the teacher had taken and the use of profes- sional laboratory equipment. The results of this study support the notion that science-specifi c induction matters and ...