| Abstrakt: |
As a preliminary to a study of the expository styles of science teachers (reported in Part IT) 54 biology, chemistry and integrated science lessons in Rivers State, Nigeria were analysed using the Science Teaching Observation Schedule. Forty‐two lessons were observed directly and the remainder analysed from transcripts. Four clusters emerged. It is shown that the presentation of factual information was unremitting throughout every lesson and that the clusters arise from variations in less frequent categories of interaction. Cluster 1 lessons (N= 13) involve little other than information giving. Cluster 2 lessons (N=21) include fairly extensive questioning of a factual and simple problem‐solving nature. Cluster 3 lessons (N= 9) include, in addition, a marked concentration on experimental procedures, not usually accompanied by practical activities. Cluster 4 (N=11), which persists when the analysis is reduced to a two cluster solution, is characterised by moderate levels of teachers' statements relating to problem solving and to hypotheses but since the cluster comprises ten lessons analysed from transcripts this is believed to arise from differences in interpretation when statements are heard fleetingly and when considered at leisure. In no cluster was there any evidence of pupil‐pupil interaction. The results are compared with others from Britain, Canada and Indonesia. [ABSTRACT FROM PUBLISHER] |
