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Impact of Practical Education Network on Students in Selected Ghanaian Junior High School Science Classrooms
African Journal of Research in Mathematics, Science and Technology Education ( IF 0.7 ) Pub Date : 2020-09-25 , DOI: 10.1080/18117295.2020.1814662
Jacob J. Babb 1 , Shari L. Stockero 1
Affiliation  

Within the science education community, it is widely accepted that quality science instruction is focused on knowledge construction and inquiry. The Ghanaian education system has many hallmark issues that inhibit such instruction, however, including a pervasive teacher-centred pedagogy, lack of laboratory materials, and minimal support systems for teachers. The Practical Education Network (PEN) is an organisation that has been working to address these problems by training science teachers to utilise locally available, affordable materials to teach topics in the national science curriculum in a hands-on manner. To study the impact that the use of the PEN approach to hands-on learning has on students’ critical thinking skills, attitudes towards school science and standardised test scores, over 300 students in six Junior High Schools in the Greater Accra Region of Ghana participated in a year-long, quasi-experimental study. The data from comparison and experimental groups consisted of scores on a national standardised test, a pre/post-test simulating the national examination, and a pre/post student survey. The data were analysed for any differences between the two student groups over time. The findings indicated that the PEN approach had a beneficial impact on students’ attitudes towards school science and standardised test scores. There was inconclusive evidence of the impact of the PEN approach on critical thinking skills. The findings suggest that the PEN approach may positively impact science instruction.

中文翻译:

实践教育网络对加纳初中科学教室部分学生的影响

在科学教育界内,质量科学教学专注于知识的构建和探究已被广泛接受。加纳的教育系统存在许多阻碍此类教学的标志性问题,包括普遍存在的以教师为中心的教学法,缺乏实验室材料以及对教师的最少支持系统。实践教育网络(PEN)是一个致力于通过培训理科教师以动手方式利用本地可用的,可负担得起的材料来教授国家科学课程中的主题的方法来解决这些问题。为了研究使用PEN方法进行动手学习对学生的批判性思维技能,对学校科学的态度以及标准化考试成绩的影响,加纳大阿克拉地区六所初中的300多名学生参加了为期一年的准实验研究。来自比较组和实验组的数据包括国家标准化考试的分数,模拟国家考试的前/后考试以及学生前/后调查。分析了两个学生组之间随时间变化的数据。调查结果表明,笔试方式对学生对学校科学和标准化考试成绩的态度产生了有益的影响。没有结论性的证据表明PEN方法对批判性思维技能的影响。研究结果表明,PEN方法可能会对科学教学产生积极影响。来自比较组和实验组的数据包括国家标准化考试的分数,模拟国家考试的前/后考试以及学生前/后调查。分析了两个学生组之间随时间变化的数据。调查结果表明,PEN方法对学生对学校科学和标准化考试成绩的态度产生了有益的影响。没有结论性的证据表明PEN方法对批判性思维技能的影响。研究结果表明,PEN方法可能会对科学教学产生积极影响。来自比较组和实验组的数据包括国家标准化考试的分数,模拟国家考试的前/后考试以及学生前/后调查。分析了两个学生组之间随时间变化的数据。调查结果表明,笔试方式对学生对学校科学和标准化考试成绩的态度产生了有益的影响。没有结论性的证据表明PEN方法对批判性思维技能的影响。研究结果表明,PEN方法可能会对科学教学产生积极影响。调查结果表明,笔试方式对学生对学校科学和标准化考试成绩的态度产生了有益的影响。没有结论性的证据表明PEN方法对批判性思维技能的影响。研究结果表明,PEN方法可能会对科学教学产生积极影响。调查结果表明,PEN方法对学生对学校科学和标准化考试成绩的态度产生了有益的影响。没有结论性的证据表明PEN方法对批判性思维技能的影响。研究结果表明,PEN方法可能会对科学教学产生积极影响。
更新日期:2020-09-25
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