NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1157569
Record Type: Journal
Publication Date: 2015
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1927-2677
Ghanaian Junior High School Science Teachers' Knowledge of Contextualised Science Instruction
Ngman-Wara, Ernest I. D.
Journal of Curriculum and Teaching, v4 n1 p167-178 2015
The purpose of the study was to investigate Junior High School science teachers' knowledge about contextualised science instruction. The study employed descriptive survey design to collect data. A test, Test of Science Teacher Knowledge of Contextualised Science Instruction was developed and administered to collect data on teachers' knowledge of contextualised science instruction from 204 (180 males and 24 females) Junior High School science teachers. Descriptive and correlational data analyses were performed on the data collected. Some key findings that emerged in the study were: Majority of the teachers' knowledge about contextualised science instruction was weak but correlated positively and significantly with their highest professional qualification. A number of recommendations were made to the Ministry of education and Ghana Education Service: A policy statement should be made in the curriculum to indicate that science teaching should be contextualised. Another policy should be fashioned to compel institutions that train science teachers to include contextualisation of science instruction in their science methodology courses.
Sciedu Press. 1120 Finch Avenue West Suite 701-309, Toronto, ON., M3J 3H7, Canada. Tel: 416-479-0028; Fax: 416-642-8548; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ghana
Grant or Contract Numbers: N/A