Chemistry teaching methods in secondary schools in Nigeria - Onisoman Chuks, Zudonu
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Despite the advantages of studying chemistry, Nigerian schools have often recorded poor achievement in the subject over the years. This poor achievement trend remains a source of concern to stakeholders such as chemistry educators, researchers and government. This downward trend in the achievement is implicated or blamed on teaching methods. In this 21st century, most of the researches conducted and published in education are on teaching methods. Therefore, one would have expected our students to have good achievement in chemistry. This study examined the extent chemistry teachers' utilize…mehr

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Produktbeschreibung
Despite the advantages of studying chemistry, Nigerian schools have often recorded poor achievement in the subject over the years. This poor achievement trend remains a source of concern to stakeholders such as chemistry educators, researchers and government. This downward trend in the achievement is implicated or blamed on teaching methods. In this 21st century, most of the researches conducted and published in education are on teaching methods. Therefore, one would have expected our students to have good achievement in chemistry. This study examined the extent chemistry teachers' utilize teaching methods recommended in previous research findings in their chemistry classroom instruction.Based on the findings, it was recommended among others that the 15 listed chemistry teaching methods recommended in previous research findings should be adopted by chemistry teachers in teaching chemistry, for effective teaching and learning of the subject.
Autorenporträt
ZUDONU, ONISOMAN CHUKSEd und Ph.D in Chemiepädagogik. Derzeit ist er Hauptdozent an der Federal College of Education. Er hat über fünfundzwanzig Artikel in lokalen und internationalen Zeitschriften veröffentlicht und an vierundzwanzig wissenschaftlichen Konferenzen teilgenommen.