A Gender-Based Comparison of Science Teachers’ Knowledge about Instructional Strategies
DOI:
https://doi.org/10.61506/01.00034Keywords:
Instructional strategies, lecture strategies, demonstration strategies, problem-solving strategies, questioning strategies, and cooperative learning strategiesAbstract
This research study delves into the realm of science education, specifically focusing on the knowledge and utilization of instructional strategies by science teachers. The primary objective is to investigate whether there are discernible gender-based differences in science teachers' awareness, understanding, and implementation of various instructional strategies, encompassing lecture-based methods, demonstration techniques, problem-solving approaches, questioning and inquiry-based strategies, as well as cooperative learning strategies within the classroom. The study employs a quantitative methodology, utilizing multiple-choice questionnaire (MCQs) to gather data from a diverse sample of 826 secondary school science teachers and analyze the gender-based level of secondary school science teachers’ knowledge about instructional strategies using Microsoft Excel and Statistical Package for Social Science (SPSS-24). This study uncovers that gender-based differences exist not only in the level of awareness and understanding of instructional strategies but also in their practical implementation. The outcomes of this study hold significance for both educational theory and practice. By identifying gender-related trends in science teachers' instructional strategy awareness and application, science teachers, administrators, and policymakers can gain insights into areas that might necessitate targeted professional development or intervention.
References
Akinbobola, A. O., & Ikitde, G. A. (2011). Strategies for teaching mineral resources to Nigeria secondary school science students. African Journal of Social Research and Development, 3(2), 130-138.
Aksu, Z., Metin, M., & Konyalıoğlu, A. C. (2014). Development of the Pedagogical Content Knowledge Scale for pre-service teachers: the validity and reliability study. Mediterranean Journal of Social Sciences, 5(20), 1365-1365. DOI: https://doi.org/10.5901/mjss.2014.v5n20p1365
Ali, R., Akhter, A., & Khan, A. (2010). Effect of using problem-solving method in teaching mathematics on the achievement of mathematics students. Asian Social Science, 6(2), 67. DOI: https://doi.org/10.5539/ass.v6n2p67
Almani, A. S. (2002). A Comparative Study of Effects of In-Service Training and the Performance of Secondary School Teachers (Doctoral dissertation, Hamdard University, Karachi). Retrieved from http://prr.hec.gov.pk/jspui/handle/123456789/4165
Amos, S. (2002). Teachers' questions in the science classroom. Aspects of Teaching Secondary Science, RoutledgeFalmer, London, 5-15. DOI: https://doi.org/10.4324/9780203166741
Antwi, S. K., & Hamza, K. (2015). Qualitative and quantitative research paradigms in business research: A philosophical reflection. European Journal of Business and Management, 7(3), 217-225.
Barendsen, E., & Henze, I. (2019). Relating teacher PCK and teacher practice using classroom observation. Research in Science Education, 49(5), 1141-1175. DOI: https://doi.org/10.1007/s11165-017-9637-z
Buchs, C., Filippou, D., Pulfrey, C., & Volpé, Y. (2017). Challenges for cooperative learning implementation: Reports from elementary school teachers. Journal of Education for Teaching, 43(3), 296-306.
Buchs, C., Filippou, D., Pulfrey, C., & Volpé, Y. (2017). Challenges for cooperative learning implementation: Reports from elementary school teachers. Journal of Education for Teaching, 43(3), 296-306. DOI: https://doi.org/10.1080/02607476.2017.1321673
Check, J., & Schutt, R. K. (2012). Survey research. In J. Check & R. K. Schutt (Eds.). Research methods in education. (pp. 159–185). Thousand Oaks, CA: Sage Publications. DOI: https://doi.org/10.4135/9781544307725
Cotos, E., Huffman, S., & Link, S. (2017). A move/step model for methods sections: Demonstrating rigour and credibility. English for Specific Purposes, 46, 90-106. DOI: https://doi.org/10.1016/j.esp.2017.01.001
Culyer, L. M., Jatulis, L. L., Cannistraci, P., & Brownell, C. A. (2018). Evidenced-based teaching strategies that facilitate the transfer of knowledge between theory and practice: What are nursing faculty using? Teaching and Learning in Nursing, 13(3), 174-179. DOI: https://doi.org/10.1016/j.teln.2018.03.003
Darling-Hammond, L. (2000). Teacher quality and student achievement. Education policy analysis archives, 8, 1. DOI: https://doi.org/10.14507/epaa.v8n1.2000
Darling-Hammond, L., & Bransford, J. D. (Eds.). (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco, CA: Jossey–Bass.
Das, R., & Das, G. C. (2013). Math anxiety: The poor problem-solving factor in school mathematics. International Journal of Scientific and Research Publications, 3(4), 1-5.
Depaepe, F., & König, J. (2018). General pedagogical knowledge, self-efficacy, and instructional practice: Disentangling their relationship in pre-service teacher education. Teaching and Teacher Education, 69, 177-190. DOI: https://doi.org/10.1016/j.tate.2017.10.003
Doyle, W. (2006). Ecological approaches to classroom management. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 97–125). Mahwah, NJ: Erlbaum.
Elfil, M., & Negida, A. (2017). Sampling methods in clinical research; an educational review. Emergency, 5(1). e52.
Erduran, S., & Jiménez-Aleixandre, M. P. (2008). Argumentation in science education. Perspectives from classroom-Based Research. Dordre-cht: Springer.
Ganyaupfu, E. M. (2013). Teaching methods and students’ academic performance. International Journal of Humanities and Social Science Invention, 2(9), 29-35.
Garcia, R., Falkner, K., & Vivian, R. (2018). Systematic literature review: Self-Regulated Learning Strategies Using e-learning tools for Computer Science. Computers & Education, 123, 150-163. DOI: https://doi.org/10.1016/j.compedu.2018.05.006
Giridharan, K., & Raju, R. (2016). Impact of teaching strategies: demonstration and lecture strategies and impact of teacher effect on academic achievement in engineering education. International Journal of Educational Sciences, 14(3), 174-186. DOI: https://doi.org/10.1080/09751122.2016.11890491
Glenn, M. K. (2001). Women in rehabilitation education. Rehabilitation Education, 15(1), 21-29.
Grossman, P., & McDonald, M. (2008). American Educational Research. American Educational Research Journal, 45(1), 184-205. DOI: https://doi.org/10.3102/0002831207312906
Guerriero, S. (2014). Teachers’ pedagogical knowledge and the teaching profession. Teaching and Teacher Education, 2(1), 7.
Halim, L., Abdullah, S. I. S. S., & Meerah, T. S. M. (2014). Students’ perceptions of their science teachers’ pedagogical content knowledge. Journal of Science Education and Technology, 23(2), 227-237. DOI: https://doi.org/10.1007/s10956-013-9484-2
Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Hill, H. C., & Chin, M. (2018). Connections between teachers’ knowledge of students, instruction, and achievement outcomes. American Educational Research Journal, 55(5), 1076-1112. DOI: https://doi.org/10.3102/0002831218769614
Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational researcher, 38(5), 365-379. DOI: https://doi.org/10.3102/0013189X09339057
Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary issues in technology and teacher education, 9(1), 60-70.
Kyndt, E., Raes, E., Lismont, B., Timmers, F., Cascallar, E., & Dochy, F. (2013). A meta-analysis of the effects of face-to-face cooperative learning. Do recent studies falsify or verify earlier findings? Educational research review, 10, 133-149. DOI: https://doi.org/10.1016/j.edurev.2013.02.002
Leikin, R., & Zaslavsky, O. (1997). Facilitating student interactions in mathematics in a cooperative learning setting. Journal for Research in Mathematics Education, 28(3), 331-354. DOI: https://doi.org/10.5951/jresematheduc.28.3.0331
Leuchter, M., Saalbach, H., Studhalter, U., & Tettenborn, A. (2020). Teaching for conceptual change in preschool science: relations among teachers’ professional beliefs, knowledge, and instructional practice. International Journal of Science Education, 42(12), 1941-1967. DOI: https://doi.org/10.1080/09500693.2020.1805137
Lotter, C. R., & Miller, C. (2017). Improving inquiry teaching through reflection on practice. Research in Science Education, 47(4), 913-942. DOI: https://doi.org/10.1007/s11165-016-9533-y
Lotter, C. R., Thompson, S., Dickenson, T. S., Smiley, W. F., Blue, G., & Rea, M. (2018). The impact of a practice-teaching professional development model on teachers’ inquiry instruction and inquiry efficacy beliefs. International Journal of Science and Mathematics Education, 16(2), 255-273. DOI: https://doi.org/10.1007/s10763-016-9779-x
Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. Alexandria, VA: Association for Supervision and Curriculum Development. British Journal of Educational Psychology, 75(3), 351-372.
Mohan, R. (2019). Innovative science teaching. PHI Learning Pvt. Ltd.
Munby, H., Russell, T., & Martin, A. K. (2001). Teachers’ knowledge and how it develops. Handbook of research on teaching, 4, 877-904. Washington, DC: American Educational Research Association.
Mutrofin, M., Degeng, I., Ardhana, I. W., & Setyosari, P. (2019). The Effect of Instructional Methods (Lecture-Discussion versus Group Discussion) and Teaching Talent on Teacher Trainees Student Learning Outcomes. Journal of Education and Practice, 8(9), 203-209.
Orton, A. (1992). Learning mathematics: Issues, theory, and practice. Great Britain: Redwood Books.
Oser, F. K., & Baeriswyl, F. J. (2001). Choreographies of teaching: Bridging instruction to learning. Handbook of research on teaching, 4, 1031-1065.
Özdem Yilmaz, Y., Cakiroglu, J., Ertepinar, H., & Erduran, S. (2017). The pedagogy of argumentation in science education: science teachers’ instructional practices. International Journal of Science Education, 39(11), 1443-1464. DOI: https://doi.org/10.1080/09500693.2017.1336807
Perdomo-Díaz, J., Felmer, P., Randolph, V., & González, G. (2016). Problem-solving as a professional development strategy for teachers: A case study with fractions. EURASIA Journal of Mathematics, Science and Technology Education, 13(3), 987-999.
Perdomo-Díaz, J., Felmer, P., Randolph, V., & González, G. (2016). Problem-solving as a professional development strategy for teachers: A case study with fractions. EURASIA Journal of Mathematics, Science and Technology Education, 13(3), 987-999. DOI: https://doi.org/10.12973/eurasia.2017.00653a
Rohrbeck, C. A., Ginsburg-Block, M. D., Fantuzzo, J. W., & Miller, T. R. (2003). Peer-assisted learning interventions with elementary school students: A meta-analytic review. Journal of Educational Psychology, 95(2), 240-257. DOI: https://doi.org/10.1037/0022-0663.95.2.240
Saido, G. A., Siraj, S., Nordin, A. B., & Al-Amedy, O. S. (2017). Teaching strategies for promoting higher order thinking skills: A case of secondary science teachers. MOJEM: Malaysian Online Journal of Educational Management, 3(4), 16-30.
Shakir, M. (2012). An evaluation of secondary school teachers’ competencies based on national professional standards in Punjab province (Doctoral dissertation). Retrieved from http://prr.hec.gov.pk
Sigel, I. E., Kress, J. S., & Elias, M. J. (2007). Beyond questioning: Inquiry strategies and cognitive and affective elements of Jewish education. Journal of Jewish Education, 73(1), 51-66. DOI: https://doi.org/10.1080/15244110601175178
Sinapuelas, M. L., Lardy, C., Korb, M. A., Bae, C. L., & DiStefano, R. (2019). Developing a three-dimensional view of science teaching: A tool to support preservice teacher discourse. Journal of Science Teacher Education, 30(2), 101-121. DOI: https://doi.org/10.1080/1046560X.2018.1537059
Singleton, R. A., & Straits, B. C. (2009). Approaches to social research (5th ed.). New York: Oxford University Press.
Slavin, R. E. (2005). Cooperative Learning “Theory, Research and Practice”. London: Allyn and Bacon.
Slavin, R. E. (2014). Cooperative Learning and Academic Achievement: Why Does Groupwork Work?[Aprendizaje cooperativo y rendimiento académico:¿ por qué funciona el trabajo en grupo?]. Anales de Psicología/Annals of Psychology, 30(3), 785-791. DOI: https://doi.org/10.6018/analesps.30.3.201201
Tavoosy, Y., & Jelveh, R. (2019). Language teaching strategies and techniques used to support students learning in a language other than their mother tongue. International Journal of Learning and Teaching, 11(2), 77-88. DOI: https://doi.org/10.18844/ijlt.v11i2.3831
Ughamadu, K.A. (2006). Curriculum: Concept, development, and implementation. Onitsha Anambra: Lincel Publisher.
Umoren, D. N. (2001). Suggested methods of teaching. A handbook on teaching profession in Nigeria Uyo: Guidepost Publishers.
Van Breukelen, D., Van Meel, A., & De Vries, M. (2017). Teaching strategies to promote concept learning by design challenges. Research in Science & Technological Education, 35(3), 368-390. DOI: https://doi.org/10.1080/02635143.2017.1336707
Vasquez, A. (2008). Teacher efficacy and student achievement in ninth and tenth-grade reading: A multilevel analysis. University of South Florida.
Woolfolk Hoy, A., Davis, H., & Pape, S. J. (2006). Teacher knowledge and beliefs. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 715–737). Mahwah, NJ: Erlbaum.
