Relative Abstract Nature of the Three Core Science Subjects at the Senior Secondary Level in Nigeria as Exemplified by Classroom Interaction Patterns

dc.creator	Emmanuel E Achor
dc.creator	Chukwunoye E. OCHONOGOR
dc.creator	Stephen A. DAİKWO
dc.date	2011-06-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:21:51Z
dc.date.available	2015-07-20T22:21:51Z
dc.identifier	1307-6086
dc.identifier	https://doaj.org/article/b92a6b51bc194bc2a9ca15d9018ac45e
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/20517
dc.description	This study examined relative abstract nature of Biology, Chemistry and Physics offered at the senior secondary schools (SSS) in Ankpa education zone of Kogi State of Nigeria based on the analysis of classroom interactions. In each of the three comparable public schools used, the same class of Senior Secondary 2 (SS 2) or 11th grade students were each taught Biology, Chemistry and Physics. In each school, reproduction, chemical kinetics and refraction were taught in Biology, Chemistry and Physics respectively. The researchers personally took record of interactions during the 9 periods (taught by 9 science teachers) lasting for 35 minutes each using Flanders’ Interaction Analysis Categories (FIAC). Inter observer’s rater reliability was 0.69 using Scott’s Phi coefficient. Using a 10 by 10 matrix and percentage for final analysis, the extent of students’ participation in the lesson which its decreasing order was used to estimate the degree of the abstract nature or difficulty experienced in each subject was determined. The result revealed that the physical sciences were more abstract than the biological science with physics having the highest index. There was no close match between teachers’ level of motivation during the lessons and students’ participation except in Biology. Consequent upon these, it was recommended that chemistry and physics teachers should always ensure that there is a close match between cognitive ability of learners and cognitive demands of the subjects or lessons taught; that concrete teaching materials be used in the two more abstract subjects to reduce the formal reasoning or abstract requirements in the lessons to concrete demand levels, among others.
dc.language	Turkish
dc.language	English
dc.publisher	Necatibey Faculty of Education
dc.relation	http://www.nef.balikesir.edu.tr/~dergi/makaleler/yayinda/10/EFMED_FBE154.pdf
dc.relation	https://doaj.org/toc/1307-6086
dc.rights	CC BY-NC-ND
dc.source	Necatibey Faculty of Education, Electronic Journal of Science and Mathematics Education , Vol 5, Iss 1, Pp 152-162 (2011)
dc.subject	Classroom interaction
dc.subject	abstract
dc.subject	cognitive ability
dc.subject	cognitive demand motivation
dc.subject	teacher talk
dc.subject	student talk
dc.subject	concrete.
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Relative Abstract Nature of the Three Core Science Subjects at the Senior Secondary Level in Nigeria as Exemplified by Classroom Interaction Patterns
dc.type	article