Relationships between High School Teachers' Understanding and their Reported Practices of Inquiry-based Pedagogy in Science Classrooms in Nigeria

• Published in: African Journal of Research in Mathematics, Science and Technology Education Vol. 25; no. 2; pp. 125 - 136
• Main Author: Ogegbo, Ayodele Abosede
• Format: Journal Article
• Language: English
• Published: Routledge 04.05.2021
• Subjects: Active Learning; Case Studies; Class Size; Content Analysis; Correlation; Foreign Countries; High School Teachers; Inquiry; Inquiry-based practices; Likert Scales; Pedagogical Content Knowledge; School Districts; Science Instruction; Science Teachers; Teacher Attitudes; Teacher Student Relationship; Teacher's understanding; Teaching Methods; Nigeria (Lagos)

This research examines the relationship between high school teachers' understanding and reported practices of inquiry-based pedagogy (IBP) in science classrooms in Nigeria. A sample of 11 science teachers from an education district in Lagos, Nigeria, was chosen for this case study. Data were co...