This study was carried out to determine the perceptions of upper basic education students on the impact of teachers’ pedagogical science content knowledge in relation to their academic performance in Basic Science. The population of the study was made up of the Junior Secondary school III students in the Benue North – east Zone of Nigeria, Three hundred and fifty students were selected from fourteen schools to respond to a questionnaire developed by the researcher. The questionnaire consisted of forty (40) statements on teachers’ pedagogical science content knowledge. The students were requested to rate these statements on a five point likert scale. Using suitable statistical tool (t- test) for result analysis, it was indicated that teachers’ science pedagogical knowledge has tremendous impact on students’ academic performance in basic science. Based on these result, it was recommended that the colleges of education, principally charged with the mandate of training teachers for the Basic education programme should review and also incorporate pedagogical content knowledge in science curriculum to make service and pre – service science teachers more effective in the basic science classrooms.
Aer Iorparegh, Federal College of Education, Nigeria
Poverty eradication and self reliance are the key necessities that the Nigerian economy needs. It is the desire for these that the country seeks to be listed among the first twenty world developed economies by 2020. To achieve these necessities not just technology but indigenous technology needs to be developed to its fullness. This paper is set to trace the relevance of indigenous technology which needs to be revitalized to increase productivity, reduce poverty and encourage self reliance. Indigenous technology is recommended for revitalization as a necessary dose for productivity, poverty eradication and self reliance which will surely culminate into national development.
Amokaha Gabriel Salemkaan, Federal College of Education, Obudu, Cross River State Nigeria
Okah Eric Okah, Federal College of Education, Obudu, Cross River State Nigeria
The theoretical stand about learning has evolved greatly over the last century from the belief that the learner is passive and only motivated to learn by rewards and punishments to the belief that the learner is a processor of information and thus the goal of education becomes to increase the amount of learner’s knowledge. Later, John Dewey introduced the concept of the “active learner” (Dewey 1911) where the learner is a constructor of knowledge with a process of selective acquisition of relevant knowledge that is coupled with interpreting this knowledge by relating it to previously existing knowledge. (Mayer 1992)
Action learning is the preferred method of teaching in most exported programs from the global north to the global south and thus many scholars studied course design methods based on action learning but few researchers studied students’ perspective of this method. This paper presents the results of a grounded theory research in Vietnam studying students’ perceptions about active learning in an international Australian college in Vietnam. The results of analysis of the research findings in Vietnam show that students value participation and active learning more than passive traditional teaching methods and link this with their future career success. Comparing the results with other outcomes from similar researches in the same field confirm these findings and support the conclusion. The paper concludes by presenting recommendations to exporting educational institutes about how to better adapt course design of their programs to Vietnamese students’ needs and expectations.