UNDERSTANDING THE NATURE OF SCIENCE: THE PERCEPTION OF SCIENCE AND SCIENCE EDUCATION UNDERGRADUATES IN AHMADU BELLO UNIVERSITY ZARIA, AND GRADUATE SCIENCE TEACHERS IN SECONDARY SCHOOLS AND COLLEGES IN KADUNA AND ZARIA, NIGERIA,

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dc.contributor.authorCLEMENT, ONYEKE ABAH
dc.date.accessioned2014-03-06T09:50:26Z
dc.date.available2014-03-06T09:50:26Z
dc.date.issued1979
dc.descriptionA THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF EDUCATION IN CURRICULUM AND INSTRUCTION (SCIENCE) DEPARTMENT OF EDUCATION AHMADU BELLO UNIVERSITY ZARIA 1979.en_US
dc.description.abstractThe development of understanding of the nature of science is today considered a very important science teaching aim in many parts of the v/orld for several reasons. But, in Nigeria, this science teaching aim is almost totally neglected in science education, and there has been no report of research into the level of understanding of the nature of science in respect of any populations in the Nigerian educational scene. In view of the foregoing, this study was designed to provide information regarding understanding of the nature of science among science and science education undergraduates in a Nigerian university (Ahmadu Bello University, Zaria), and graduate science teachers in secondary schools and colleges in Kaduna and Zaria, Kaduna State, Nigeria. The following major findings were obtained: (1) There were indications of the existence of room for improvement in the general level of understanding of the nature of science expressed by the populations studied. (2) There was a significant difference (.05 level of confidence) in the level of understanding of the nature of science expressed by iii science education undergraduates and that expressed by science undergraduates, with the science education undergraduates showing a better understanding of the nature of science than the science undergraduates. (3) Science undergraduates did not differ significantly in their understanding of the nature of science as a function of their subjects of specialization. (4) There was a significant difference (.05 level of confidence) in understanding of the nature of science as expressed by graduate science teachers with professional teaching qualification and graduate science teachers without professional teaching qualification, with the former showing a better understanding of the nature of science than the latter. (5) No significant difference was found in understanding of the nature of science as expressed by graduate science teachers with long teaching experience and graduate science teachers with short teaching experience. Many of the findings of this study led to the suggestion that instructions in the philosophy of science may be a good way of improving understanding of the nature of science, and that this could be particularly effective during undergraduate training. It was also suggested that private reading as well as in-service training could be good ways of improving understanding of the nature of science among practicing science teachers.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/3378
dc.language.isoenen_US
dc.subjectUNDERSTANDING THE NATURE OF SCIENCEen_US
dc.subjectTHE PERCEPTION OF SCIENCEen_US
dc.subjectSCIENCE EDUCATIONen_US
dc.subjectAHMADU BELLO UNIVERSITY ZARIAen_US
dc.titleUNDERSTANDING THE NATURE OF SCIENCE: THE PERCEPTION OF SCIENCE AND SCIENCE EDUCATION UNDERGRADUATES IN AHMADU BELLO UNIVERSITY ZARIA, AND GRADUATE SCIENCE TEACHERS IN SECONDARY SCHOOLS AND COLLEGES IN KADUNA AND ZARIA, NIGERIA,en_US
dc.typeThesisen_US
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