Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/814
Title: GENDER DIFFERENCES IN PROFESSIONAL KNOWLEDGE BASE FOR EFFECTIVE SCIENCE TEACHING
Authors: OMOIFO, C.N
Issue Date: 2001
Publisher: CUSTEMPORARY ISSUES IN EDUCATION
Series/Report no.: 2;1
Abstract: The purpose of the study is to describe pre-service science education students' know/edge base for effective science teaching. Thirty-eight, (12 female and 8 male biology and 7 female and ll male chemistry) majors participated in the study. Three methods were used to generate data - a questionnaire on the nature of science. concept mopping and clinical interviewing. ResIII/, show that males have developed better syntactic structural knowledge of the Nature of Science while female students have developed better substantive structural knowledge especially in biology Results or the knowledge of substantive structures of science, and interrelatedness and connectivity of scientific concepts showed that in general majority (92.1%) or the student-teachers (50.0% males and -/2. J % females) had developed low content knowledge [or good science leaching On the syntactic structure and nature of science. (here are more naive (han informed views among the student teachers. However: more males had more informed views in 3 of the 5 aspects of the Nature of Science while females had more informed views in 2 of the 5, Since previous studies have documented that teachers with native or traditional view of science are likely to encourage their students to observe and discourse science concepts without understanding the fundamentals, one of the implications or the results will he continued poor performance in science by future
URI: http://hdl.handle.net/123456789/814
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