Relationships between teaching conceptions and critical thinking of inquiry-based nigerian physics teachers
Teachers are faced with numerous challenges from parents, stakeholders of education and society in general due to poor consistence failure of students in physics in Nigeria. Moreover, the global instructional practices are moving towards student centered learning, unfortunately limited knowledge of...
| Main Authors: | , , , |
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| Format: | Conference or Workshop Item |
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2022
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| _version_ | 1796866885191467008 |
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| author | Bako, Aliyu Phang, Fatin Aliah Pusppanathan, Jaysuman Abdul Rahman, Nor Farahwahidah |
| author_facet | Bako, Aliyu Phang, Fatin Aliah Pusppanathan, Jaysuman Abdul Rahman, Nor Farahwahidah |
| author_sort | Bako, Aliyu |
| collection | ePrints |
| description | Teachers are faced with numerous challenges from parents, stakeholders of education and society in general due to poor consistence failure of students in physics in Nigeria. Moreover, the global instructional practices are moving towards student centered learning, unfortunately limited knowledge of the instructional practices is prevailing in Nigeria. It became imperative for researchers to investigate this predicament to arrive to a lasting solution. This paper describes a study of the relationship between teaching conceptions and critical thinking of Nigerian physics teachers in inquiry-based learning classrooms. The study involved a survey on 90 physics teachers in Kebbi state secondary schools from a population of 120 physics teachers. The instruments used were Promoting Inquiry-Based Learning in Science and Mathematics questionnaire (PRIMAS) and Lawson Classroom Test for Scientific Reasoning (LCTSR) to measure their teaching conceptions and critical thinking. A multiple regression model was generated which indicated that critical thinking has a significant relationship over the physics teachers teaching conceptions in inquiry-based learning classrooms. Physics teachers who are good in critical thinking are likely to inspire a more active form of teaching and learning in the classroom. Therefore, more emphasis should be given on the Physics teachers' critical thinking to foster inquiry-based learning used in Nigeria. |
| first_indexed | 2024-03-05T21:18:52Z |
| format | Conference or Workshop Item |
| id | utm.eprints-100465 |
| institution | Universiti Teknologi Malaysia - ePrints |
| last_indexed | 2024-03-05T21:18:52Z |
| publishDate | 2022 |
| record_format | dspace |
| spelling | utm.eprints-1004652023-04-14T01:58:40Z http://eprints.utm.my/100465/ Relationships between teaching conceptions and critical thinking of inquiry-based nigerian physics teachers Bako, Aliyu Phang, Fatin Aliah Pusppanathan, Jaysuman Abdul Rahman, Nor Farahwahidah TA Engineering (General). Civil engineering (General) Teachers are faced with numerous challenges from parents, stakeholders of education and society in general due to poor consistence failure of students in physics in Nigeria. Moreover, the global instructional practices are moving towards student centered learning, unfortunately limited knowledge of the instructional practices is prevailing in Nigeria. It became imperative for researchers to investigate this predicament to arrive to a lasting solution. This paper describes a study of the relationship between teaching conceptions and critical thinking of Nigerian physics teachers in inquiry-based learning classrooms. The study involved a survey on 90 physics teachers in Kebbi state secondary schools from a population of 120 physics teachers. The instruments used were Promoting Inquiry-Based Learning in Science and Mathematics questionnaire (PRIMAS) and Lawson Classroom Test for Scientific Reasoning (LCTSR) to measure their teaching conceptions and critical thinking. A multiple regression model was generated which indicated that critical thinking has a significant relationship over the physics teachers teaching conceptions in inquiry-based learning classrooms. Physics teachers who are good in critical thinking are likely to inspire a more active form of teaching and learning in the classroom. Therefore, more emphasis should be given on the Physics teachers' critical thinking to foster inquiry-based learning used in Nigeria. 2022 Conference or Workshop Item PeerReviewed Bako, Aliyu and Phang, Fatin Aliah and Pusppanathan, Jaysuman and Abdul Rahman, Nor Farahwahidah (2022) Relationships between teaching conceptions and critical thinking of inquiry-based nigerian physics teachers. In: 8th Regional Conference in Engineering Education, RCEE 2020 and Research in Higher Education, RHEd 2020, 29 - 30 September 2020, Johor Bahru, Malaysia. http://dx.doi.org/10.1063/5.0073791 |
| spellingShingle | TA Engineering (General). Civil engineering (General) Bako, Aliyu Phang, Fatin Aliah Pusppanathan, Jaysuman Abdul Rahman, Nor Farahwahidah Relationships between teaching conceptions and critical thinking of inquiry-based nigerian physics teachers |
| title | Relationships between teaching conceptions and critical thinking of inquiry-based nigerian physics teachers |
| title_full | Relationships between teaching conceptions and critical thinking of inquiry-based nigerian physics teachers |
| title_fullStr | Relationships between teaching conceptions and critical thinking of inquiry-based nigerian physics teachers |
| title_full_unstemmed | Relationships between teaching conceptions and critical thinking of inquiry-based nigerian physics teachers |
| title_short | Relationships between teaching conceptions and critical thinking of inquiry-based nigerian physics teachers |
| title_sort | relationships between teaching conceptions and critical thinking of inquiry based nigerian physics teachers |
| topic | TA Engineering (General). Civil engineering (General) |
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