Teachers' Perspective of Effective Use of Teaching and Learning Materials in Basic School Integrated Science Lessons

Autor/inn/en	Osei-Himah, Valentina; Adu-Gyamfi, Kenneth
Titel	Teachers' Perspective of Effective Use of Teaching and Learning Materials in Basic School Integrated Science Lessons
Quelle	In: Asian Journal of University Education, 18 (2022) 1, S.256-270 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1823-7797
Schlagwörter	Science Instruction; Teacher Attitudes; Instructional Materials; Integrated Activities; Foreign Countries; Preservice Teachers; Teaching Methods; Constructivism (Learning); Elementary School Teachers; Tutors; Student Attitudes; Preservice Teacher Education; Ghana + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerverhalten; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Integrierender Unterricht; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Förderlehrer; Lehrender; Tutor; Schülerverhalten; Lehramtsstudiengang; Lehrerausbildung
Abstract	Teaching and Learning of science in basic school is recommended to be interactive in enhancing students' conceptual understanding. For science lessons, the importance of teaching and learning materials (TLM) cannot be overemphasized. This research explored perceived effective use of TLM in science lessons among teachers categorised as; supervisors, mentors, and mentees in teacher education on three factors. Using a cross-sectional survey design, 252 teachers were selected through multi-face sampling techniques to respond to a 40-item questionnaire. The responses obtained were analysed using exploratory factor analysis and one-way ANOVA. It was revealed that there were no differences existed between supervisors, mentees, and mentors on the effective use of TLM in science lessons. Implications of the findings of the research for science teacher preparation and policy are discussed. (As Provided).
Anmerkungen	UiTM Press. Asian Centre for Research on University Learning and Teaching, Faculty of Education, Penerbit UiTM, Universiti Teknologi MARA, Bangunan Fakulti Pengurusan Hotel dan Pelancongan, 40450 Shah Alam, Selangor Darul Ehsan, Malaysia. Web site: https://ajue.uitm.edu.my/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01