The assessment of Nigerian teachers' climate science literacy and training needs on climate change concepts (i.e., causes, impacts, and solutions) are absent. This study relates teachers' climate science literacy and their expressed training needs in other climate change concepts and places teachers in groups. Following a descriptive survey…

Researchers are becoming aware of the influence of students' presuppositions in directing their construction of science concepts. When these are entrenched and drastically nonscientific, they predispose the children to alternative explanatory frameworks that are inhibiting, especially in a knowledge domain such as genetics. In this study, we…

Reviews the major science curriculum programs in Nigeria which stress an integrated approach. Discusses the factors involved in curriculum development and outlines the foundations considered in program implementation and evaluation in primary and junior secondary schools in Nigeria. (ML)

Identified and described (using a slight modification of Flander's interaction analysis categories) the nature of biology, chemistry, and physics teachers' verbal behaviors exhibited during science instruction. Results indicate that verbal behaviors are dominated by teachers in the study (N=24), with students remaining mostly passive. (JN)

Investigated whether instructing children in the component skills underlying Piagetian transitivity tasks would increase their performance on both transitivity-related tasks and on reasoning tasks not directly related to transitivity. Results indicate that incorporating the quantification of certain abstract symbols, training can influence…

A study comparing cooperative and competitive learning approaches in science was conducted with 630 eighth-grade Nigerian students using five different treatments. Combinations of cooperation and competition were found to be the best methods of instruction. Procedural demands on teachers using these methods were relatively easy. (DH)

Determines relationships between prospective secondary school science teachers' (N=60) level of cognitive development (i.e., Piaget's concrete operational or formal operational stage) and success in stating and actualizing teaching intentions. (CS)

Reports on the development and implementation of the "Introductory Science Teacher Education" (ISTE) package as a pilot program for preservice science teachers. Demonstrates the significant effect of the ISTE program over traditional methods was that teachers developed a better understanding of the nature of science and acquired more…

Investigates the use of advance organizers in a modified form by involving students in the preparation of organizers to enhance meaningful learning from textual material with Nigerian secondary school students (N=180). Results indicate the proficiency in English as a second language was an important factor in determining effectiveness of student…

Investigates the relationship between a science-technology-society (STS) approach, scientific literacy (SL), and achievement in biology. Uses two instruments for data collection, an achievement test on reproduction and family planning and an SL scale. Concludes that the STS approach might be affecting other variables in the science classroom that…

Describes a study in Nigeria comparing achievement in biology with a student's preference for cooperative or competitive learning situations. Proposes that rural children prefer cooperative learning strategies while urban children prefer competitive ones. Presents data proposing that learning preference (cooperative vs competitive) directly…

Compared attitudes toward computer use and achievement in biology for three groups of Nigerian students (n=64): (1) working alone with computer; (2) working in groups of three on the computer; (3) and a control group that received normal instruction (lecture). Students in the second group had the highest scores on attitude. No significant…

Compares the performances on a battery of six Piagetian tasks of 80 Nigerian high school students classified as high and low achievers in biology. The relationship between performance of very bright biology students (high achievers) and intellectual precocity is also investigated. (HM)