Evaluation of the Nigerian Physics Curriculum Contents and Physics Textbooks towards the Attainment of the Goals of the History and Philosophy of Science (original) (raw)
Related papers
2018
This study investigated the adequacy of the physics textbooks in use in Senior Secondary Schools in Nigeria using Owerri municipal as case study. Five research questions guided the study. The sampled textual materials were the three recommended physics textbooks. Twenty six physics teachers from ten public secondary schools in Owerri municipal, Imo State were used. The evaluation of these text books were carried out using the 8 – point quantitative approach to content evaluation of science text books (QACEST) and teacher’s perception rating scales (TPRS). The 8 – point QACEST was used to answer research questions 1 to 4 while research question 5 was answered using teacher’s perception rating scale The result
Nigerian's Nascent Secondary School Physics Curriculum and Its Implementation Problems
Scientific Research Journal
Due to the sharp declination of students' academic performance in 2014 and 2015, the researchers deemed it necessary to investigate on Nigerian's nascent secondary school physics curriculum and its implementation problems. Four research questions guided the study. The study adopted a descriptive survey design. The research was carried out in Otuocha education zone, Anambra State. The sample constituted of 465 respondents. Teachers Students Assessment Questionnaire (TSAQ) was used for data collection. The data collected were analysed using frequency and mean. Findings showed that; government, environmental among others related problems impede the implementation of the new curriculum. Based on the findings, it was recommended that university courses in science education should also inculcate the secondary school curriculum content among others.
HALLENGES TOWARDS TRANSFORMATION OF SECONDARY SCHOOL PHYSICS CURRICULUM IN NIGERIA
Physics, found to be the bedrock of scientific and technological development globally in both developed and developing nations involves some features that are generally accepted and believed to widen the knowledge and increase the understanding of the learners if duly and critically followed and applied in any given situation and period. But transformations made in the physics curriculum over the years with view to making physics simple and easy for the students and relevant to the societal norms and values had been successful with some teething challenges in the implementation stages. This study, therefore presents the challenges towards secondary school physics curriculum transformation in Nigeria. To guide the study two research questions and hypotheses each were addressed and formulated. The study adopted descriptive and inferential design with a 15-item instrument of Likert form named SCTRASPC. A sample of 600 physics students with 32 physics teachers were purposively selected from government owned secondary schools in Imo State to complete the instrument with reliability coefficient of 0.71. The findings showed that government inadequate provisions of resource materials and teachers' inactions in teaching constitute challenges to a great extent. In the light of the findings and their implementations, recommendations were made to eliminate the challenges.
THE 1989 WAY FORWARD FOR SCIENCE EDUCATION REFORMS: IMPLICATION TO PHYSICS
Journal of Readings ill the Disciplines, 2012
The evidence of Science education is seen all over the globe, even though the developing countries are yet to catch up with the advanced countries of the world. Teaching physics in secondary school is not only crucial but necessary if Nigeria should advance particularly in physics and technology. Reform is needed in physics curricula, in physics textbooks, as well as in physics teacher training. A number of recommendations are therefore presented in this paper as the way forward.
International Journal of Learning, Teaching and Educational Research
For several decades, nature of Science (NOS) has been advocated as the fourth dimension of science teaching and is a fundamental source of in-depth learning and teaching. In addition to improving learning and teaching of science, the explicit inclusion of NOS in science curricula helps the creation of a responsible citizenry. Here, we analyze the representation of NOS aspects in science curricula, particularly in the physics syllabi in four East African Community (EAC) countries: Burundi, Rwanda, Tanzania, and Uganda. These EAC countries have been purposively selected because of sharing similar culture and history as neighboring countries. To compare NOS representation in the physics content, five major topic areas (mechanics, heat and thermodynamics, oscillations and waves, electricity, and atomic physics) were randomly selected from the syllabi used in advanced level secondary schools. The paper critically analyzes the representation of NOS aspects throughout front matter (introdu...
The aim of this research is to determine the contents of national and international studies on physics education within the last six years. In the light of this aim, eleven national and seven international publications involving studies on physics education, which were published between 2005 and 2010, were investigated. Abstracts and whole research scripts were accessed in the electronic environment during the study made according to the scanning model. The research concluded that studies about physics education in the national and international publications mainly focused on mechanics. In terms of education, the most common content was found to be teaching methodologies and the curriculum, which was followed by the studies revealing students' conceptual structures. International publications made use of qualitative research methodologies in general whereas the national publications mainly involved quantitative research models. While national publications were observed to involve student teachers as samplings, while international publications preferred to work with secondary level students.
The Contribution of the History of Physics in Physics Education: A Review
Science Education and Culture, 2001
Our research is focused on the selection, classification and comparative presentation of the various proposals concerning the contribution of the history of physics in physics education, that have been designed and/or carried out as part of either research or curriculum development during the last century. The framework of the classification is the result of the study of the aims of the teaching-learning of physics, as they have been presented since the 1960s, coupled with the current trends in science education, including discovery learning in the 1960s and constructivism nowadays. The study of the various proposals concerning the contribution of the history of physics in physics education revealed different points of view and led to the creation of new sub-categories of the initial framework. In an attempt to have a better overall view of the classification, we designed a chart so that the various proposals reported could be observed and commented on in a comparative way. The framework of the classification is presented on the vertical axis of a chart, while time from 1893, the year of the earliest reference available (Lodge 1893), till today is presented on the horizontal axis.
Physics is seen as a difficult subject with very low students' enrollment in tertiary institutions across the country; hence the use teachers with no Physics background to teach the subject in our senior secondary schools thus complicating issues. A study on the Problems and Prospects of Teaching and Learning of Physics was carried out in Gombe metropolis of Gombe State. A well structured questionnaire was used as an instrument for data collection. The results indicates that 4.7 % of the respondents agreed that one physics lesson is being taught per week, 16 % twice per week and 97.3 % are of the view that more than two physics lessons were delivered per week. On student's performance in physics as a subject 48 % of the respondents are of the view that it is on the average, 24 % below average and 28 % above average. Teacher's perception of students attendance in physics classes indicate that 60 % of the agree that students are regular in class attendance, while 40 % of respondents are of the view that students are not regular in attending physics classes. The results also showed that 70 % of teachers teaching physics in the senior secondary school levels do not have the requisite qualifications, hence the difficulty in the delivery of the content. It is hereby recommended that graduates physics with teaching qualifications be employed to teach at these levels, moreover, frequent practical lessons be organized for students so as to update their knowledge and keep them abreast of the theoretical aspect of physics.
Analysis of Physics Textbooks Used in Senior High School for Insertion of the Nature of Science
KnE social sciences, 2024
The study analyzed two grade X physics textbooks published by Erlangga and Yudhistira. The analyzed textbooks emphasized the insertion of four aspects of the nature of science (NOS), consisting of science as a body of knowledge, science as a way of investigating; science as a way of thinking; and science and its interaction with technology and society. The content analyzed is the subject matter in the odd semester. The raters consisted of one physics lecturer (rater 1) and two teachers (rater 2 and 3). The raters used the scoring rubric developed by the researchers based on indicators from the four aspects of NOS. The results stated that Erlangga's Textbook inserted (a) the first 58.46% of the NOS aspects; (b) 26.28% second aspect of NOS; (c) 31.78% of the third aspect of NOS; and (c) 16.86% of the fourth aspect of NOS. Also, the results in Yudhistira's book revealed that (a) the first 49.55% of the NOS aspects; (b) 13.88% second aspect of NOS; (c) 24.55% third aspect of NOS; and (d) 12.01% of the fourth aspect of NOS. The percentage of inter-rater agreements ranged from 70-88%. The percent agreement strengthens with the interval of kappa value from 0.60 to 0.88. The results indicated that the two books devoted half of the learning material that reflected science as a body of knowledge but neglected science as a way of investigating, and science and its interaction with technology and society.