Translating Research Findings for Science Teachers: Best Practice for Science Teaching
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Date
2016-03
Journal Title
Journal ISSN
Volume Title
Publisher
libreriauniversitaria.it
Abstract
Research in science education has begun to witness a commendable growth in the last
two decades. Research findings from mathematics and science-related courses have
been reported in several seminars, workshops, conferences, local and international
journals, yet, the impact of these researches seem to have remain little, or somewhat
unfelt. The reasons attributed to this minimal impact could includes: Researchers have
concentrated largely on the generation of research findings, and have given low priority to
exploring their implications for, and application in, the classroom; undue attention given to
fashionable research areas without adequate consideration of the practical usefulness of
the research findings; the inadequacies of research recommendations to provide
implications of findings to actual classroom practice; lack of awareness of research
findings on the part of the teachers and their reluctances to accommodate such findings;
and science teachers’ tendencies to rely on personal knowledge in the practice of
science teaching. To facilitate the impact of science education research on actual
classroom practice, researches should be planned and conducted vis-à-vis the adoption
of research areas that have potential usefulness to science teachers, and the
development of strategies to improve teachers’ awareness and willingness to adjust to
research findings are discussed in this paper.
Description
Keywords
Translating, Science Teaching, Research Findings, Science Teachers: