Today science teaching and learning is among other points of focus in educational research worldwide. This is because low students’ achievement in science educational programs has remained a great concern for all and for a long time and science literate individuals make greater contributions towards development.
In response, Uganda government among other strategies recommended paying higher salaries to all her scientists’ employees. Students’ science performance in northern Uganda primary teachers’ colleges persistently remained low for a long time in spite of several efforts made for improvement. Good science teaching which improves performance demands for a graduate teachers’ full understanding of characteristics of science knowledge.
Characteristics of science refers to different ways by which science knowledge or information can be explained or described correctly, for example, science knowledge is subjective and tentative. This study therefore investigated levels of tutors’ understanding of characteristics of science knowledge, their educational qualifications and year one and two students’ performance in Kyambogo University promotional and final 2017 and 2018 science education examinations results. Data was analyzed using descriptive statistics.
The results indicated tutors have recommended qualifications but lack understanding of characteristics of science knowledge and students’ performance is also low. The condition requires Kyambogo University to ensure immediate integration of science tutors’ training curriculum with the framework of ideas of characteristics of science knowledge. In addition, education managers should organize and plan for workshop training for tutors on characteristics of science knowledge.
Table of Contents
1. INTRODUCTION
1.1 Characteristics of Science knowledge
1.2 Rationale for teachers’ sufficient understanding of science knowledge
1.3 Impacts of teachers’ understanding of characteristics of science knowledge on their students’ performance.
2. METHODOLOGY
2.1 Study design
2.2 Study site and sample
2.3 Sample and sampling technique
2.4 Data collection methods
2.5 Survey
2.6 Document Analysis
2.7 Data Collection Instruments
2.8 Science tutors’ questionnaire
2.9 Documentary analysis protocol
2.10 Data analysis
3. RESULTS AND ANALYSIS
3.1 Tutors understanding of the characteristics of science knowledge
3.2 Science tutors’ educational qualification
3.3 Kyambogo University Promotional and final science education examinations analysis results of 2017 and 2018
4. DISCUSSIONS AND CONCLUSIONS
4.1 Discussion of results for table 3.1; Tutors’ understanding of the characteristics of science knowledge
4.2 Discussion of results for table 3.2; Educational qualifications of science tutors
4.3 Discussion of results for table 3.3; Kyambogo University promotional and final science education examinations results for 2017 and 2018
5. Conclusion
Research Objectives and Themes
This study investigates the correlation between science tutors' understanding of the characteristics of science knowledge, their academic qualifications, and the academic performance of students in Kyambogo University science examinations, aiming to provide evidence-based recommendations for improving teacher education and student outcomes.
- Tutors' level of understanding regarding the nature of science knowledge.
- Assessment of science tutors' educational qualifications.
- Analysis of student examination performance trends in 2017 and 2018.
- Integration of characteristics of science knowledge into teacher training curricula.
- Development of strategies for faculty workshop training.
Excerpt from the Book
1.1 Characteristics of Science knowledge
Characteristics of science knowledge have been explained by many scholars; science information is tentative, meaning that it changes if an evidence for the new knowledge is identified (Abd-El-Khalick & Lederman, 2000a). Science knowledge depends on inference, that is; conclusions involving information not easily perceived by our senses (Lederman et al., 2002; Schussler et al., 2013), science is theory-laden and subjective, meaning science work or scientists are not objective in their work and they are always directed by their prior knowledge, learned theories, in addition to beliefs, faith, ideas and politics (Koksal Serdar Mustafa, 2010; Sarkar & Gomes, 2010). Science knowledge development activities depend on creativity and imagination (Abd-El-Khalick et al., 1997a).
Explaining Science laws and theories is another way of explaining nature of science knowledge. Laws are explanations of the relations between observable phenomena while science theories refer to inferred descriptions for observable phenomena. Laws are contained in theories. A theory is more stable and abstract than a law. Both laws and theories are supported by practical information and they are taken as different knowledge fields and therefore serve different roles in science (Norman G Lederman, 1998).
Summary of Chapters
1. INTRODUCTION: Outlines the global importance of science education for sustainable development and highlights the persistent challenge of low student achievement in northern Uganda.
2. METHODOLOGY: Details the quantitative research design, sampling of five primary teachers' colleges, and the use of questionnaires and document analysis as primary data collection tools.
3. RESULTS AND ANALYSIS: Presents the primary data, revealing a gap between tutors' academic qualifications and their grasp of the nature of science, alongside a downward trend in student examination performance.
4. DISCUSSIONS AND CONCLUSIONS: Interprets the findings by connecting them to established literature, emphasizing the necessity of integrating specialized nature-of-science training into the teacher curriculum.
5. Conclusion: Summarizes that despite formal qualifications, tutors lack critical pedagogical knowledge regarding the nature of science, which contributes to poor student outcomes.
Keywords
Characteristics of Science knowledge, Science teaching and learning, Science education, Tutor, Primary teachers' college, Science curricula, Educational research, Student performance, Quantitative analysis, Science tutors, Nature of science, Teacher qualification.
Frequently Asked Questions
What is the core focus of this research?
The research examines the relationship between science tutors' understanding of the fundamental characteristics of science knowledge and the subsequent performance of their students in formal university examinations.
What are the central thematic areas?
The study centers on science teacher education, the nature of science knowledge, the impact of tutor competency on classroom instruction, and factors influencing student achievement.
What is the primary goal of the study?
The primary goal is to determine if current science tutors possess sufficient knowledge regarding the nature of science and to identify whether this knowledge level influences student examination success in northern Uganda.
Which scientific methodology does the author employ?
The researcher uses a quantitative approach, involving surveys with questionnaires for tutors and document analysis of Kyambogo University examination records for the years 2017 and 2018.
What is covered in the main body of the work?
The main body covers the theoretical background of science characteristics, the methodology used to gather performance data, detailed statistical analysis of tutor proficiency and student pass rates, and a discussion of implications for curriculum reform.
How would you characterize this work in keywords?
The work is defined by terms such as nature of science, teacher training, student achievement, educational curriculum, and pedagogic competence.
Does the educational qualification of the tutors guarantee effective science teaching?
The study finds that while all surveyed tutors hold a first degree in science education, this qualification does not automatically ensure a deep understanding of the characteristics of science knowledge, leading to a gap in instructional quality.
Why did student performance show a decline from year one to year two?
The author suggests that year one students cover less curriculum and are less impacted by complex personal development factors compared to year two students, although the underlying low tutor proficiency remains a consistent factor.
- Arbeit zitieren
- Patrick Okec (Autor:in), 2020, A Tutors' understanding of the Characteristics of Science Knowledge. A Guide in Classroom Practice, München, GRIN Verlag, https://www.hausarbeiten.de/document/1351084
