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Relationships between teaching conceptions and critical thinking of inquiry-based nigerian physics teachers

Teachers are faced with numerous challenges from parents, stakeholders of education and society in general due to poor consistence failure of students in physics in Nigeria. Moreover, the global instructional practices are moving towards student centered learning, unfortunately limited knowledge of...

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Main Authors: Bako, Aliyu, Phang, Fatin Aliah, Pusppanathan, Jaysuman, Abdul Rahman, Nor Farahwahidah
Format: Conference or Workshop Item
Published: 2022
Subjects:
TA Engineering (General). Civil engineering (General)
Online Access:http://eprints.utm.my/id/eprint/100465/
http://dx.doi.org/10.1063/5.0073791
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spelling my.utm.1004652023-04-14T01:58:40Z http://eprints.utm.my/id/eprint/100465/ Relationships between teaching conceptions and critical thinking of inquiry-based nigerian physics teachers Bako, Aliyu Phang, Fatin Aliah Pusppanathan, Jaysuman Abdul Rahman, Nor Farahwahidah TA Engineering (General). Civil engineering (General) Teachers are faced with numerous challenges from parents, stakeholders of education and society in general due to poor consistence failure of students in physics in Nigeria. Moreover, the global instructional practices are moving towards student centered learning, unfortunately limited knowledge of the instructional practices is prevailing in Nigeria. It became imperative for researchers to investigate this predicament to arrive to a lasting solution. This paper describes a study of the relationship between teaching conceptions and critical thinking of Nigerian physics teachers in inquiry-based learning classrooms. The study involved a survey on 90 physics teachers in Kebbi state secondary schools from a population of 120 physics teachers. The instruments used were Promoting Inquiry-Based Learning in Science and Mathematics questionnaire (PRIMAS) and Lawson Classroom Test for Scientific Reasoning (LCTSR) to measure their teaching conceptions and critical thinking. A multiple regression model was generated which indicated that critical thinking has a significant relationship over the physics teachers teaching conceptions in inquiry-based learning classrooms. Physics teachers who are good in critical thinking are likely to inspire a more active form of teaching and learning in the classroom. Therefore, more emphasis should be given on the Physics teachers' critical thinking to foster inquiry-based learning used in Nigeria. 2022 Conference or Workshop Item PeerReviewed Bako, Aliyu and Phang, Fatin Aliah and Pusppanathan, Jaysuman and Abdul Rahman, Nor Farahwahidah (2022) Relationships between teaching conceptions and critical thinking of inquiry-based nigerian physics teachers. In: 8th Regional Conference in Engineering Education, RCEE 2020 and Research in Higher Education, RHEd 2020, 29 - 30 September 2020, Johor Bahru, Malaysia. http://dx.doi.org/10.1063/5.0073791
institution Universiti Teknologi Malaysia
building UTM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Teknologi Malaysia
content_source UTM Institutional Repository
url_provider http://eprints.utm.my/
topic TA Engineering (General). Civil engineering (General)
spellingShingle TA Engineering (General). Civil engineering (General)
Bako, Aliyu
Phang, Fatin Aliah
Pusppanathan, Jaysuman
Abdul Rahman, Nor Farahwahidah
Relationships between teaching conceptions and critical thinking of inquiry-based nigerian physics teachers
description Teachers are faced with numerous challenges from parents, stakeholders of education and society in general due to poor consistence failure of students in physics in Nigeria. Moreover, the global instructional practices are moving towards student centered learning, unfortunately limited knowledge of the instructional practices is prevailing in Nigeria. It became imperative for researchers to investigate this predicament to arrive to a lasting solution. This paper describes a study of the relationship between teaching conceptions and critical thinking of Nigerian physics teachers in inquiry-based learning classrooms. The study involved a survey on 90 physics teachers in Kebbi state secondary schools from a population of 120 physics teachers. The instruments used were Promoting Inquiry-Based Learning in Science and Mathematics questionnaire (PRIMAS) and Lawson Classroom Test for Scientific Reasoning (LCTSR) to measure their teaching conceptions and critical thinking. A multiple regression model was generated which indicated that critical thinking has a significant relationship over the physics teachers teaching conceptions in inquiry-based learning classrooms. Physics teachers who are good in critical thinking are likely to inspire a more active form of teaching and learning in the classroom. Therefore, more emphasis should be given on the Physics teachers' critical thinking to foster inquiry-based learning used in Nigeria.
format Conference or Workshop Item
author Bako, Aliyu
Phang, Fatin Aliah
Pusppanathan, Jaysuman
Abdul Rahman, Nor Farahwahidah
author_facet Bako, Aliyu
Phang, Fatin Aliah
Pusppanathan, Jaysuman
Abdul Rahman, Nor Farahwahidah
author_sort Bako, Aliyu
title Relationships between teaching conceptions and critical thinking of inquiry-based nigerian physics teachers
title_short Relationships between teaching conceptions and critical thinking of inquiry-based nigerian physics teachers
title_full Relationships between teaching conceptions and critical thinking of inquiry-based nigerian physics teachers
title_fullStr Relationships between teaching conceptions and critical thinking of inquiry-based nigerian physics teachers
title_full_unstemmed Relationships between teaching conceptions and critical thinking of inquiry-based nigerian physics teachers
title_sort relationships between teaching conceptions and critical thinking of inquiry-based nigerian physics teachers
publishDate 2022
url http://eprints.utm.my/id/eprint/100465/
http://dx.doi.org/10.1063/5.0073791
_version_ 1764222570813456384
score 13.211869

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