Science teachers’ misconceptions of basic science concepts as revealed in class lessons delivered in public junior secondary schools in Ilorin Metropolis, Nigeria. KWASU International Journal of Education, 3 (1), 138-149

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dc.contributor.authorBello, Ganiyu
dc.date.accessioned2021-05-05T09:50:18Z
dc.date.available2021-05-05T09:50:18Z
dc.date.issued2018
dc.description.abstractThis study identified misconceptions of basic science concepts held by the Basic Science Teachers in Ilorin Metropolis, Kwara State, Nigeria. Thirty-two teachers selected purposely from twenty randomly selected Public Junior Secondary Schools took part in the study. Data gathering was done using an Audio Tape Recorder. Forty lessons thought by the thirty-two Basic Science Teachers were recorded on audio tape and analyzed in the study. Findings from the study indicated that the Basic Science Teachers held misconceptions related to basic science concepts. The study advocated upward review of admission requirements into the science teacher education programme. Also, the study called for the re-introduction of the Teacher Vacation Courses and the commencement of the mandatory Teacher Professional Development scheme.en_US
dc.description.sponsorshipNoneen_US
dc.identifier.issn2384-6801
dc.identifier.urihttps://uilspace.unilorin.edu.ng/handle/20.500.12484/4957
dc.language.isoenen_US
dc.publisherCollege of Education, Kwara State University, Maleteen_US
dc.subjectScience Teachers, Misconceptions,en_US
dc.subjectBasic Scienceen_US
dc.subjectClass Lessonen_US
dc.subjectJunior Secondary Schoolen_US
dc.titleScience teachers’ misconceptions of basic science concepts as revealed in class lessons delivered in public junior secondary schools in Ilorin Metropolis, Nigeria. KWASU International Journal of Education, 3 (1), 138-149en_US
dc.typeArticleen_US

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