(+234)07060722008 
sales@graciousnaija.com
EFFECT OF INQUIRY TEACHING
METHOD ON NCE SOCIAL STUDIES STUDENTS’ ATTITUDE AND ACADEMIC PERFORMANCE IN NIGERIA
Chapter One
Introduction
1.1 Background of the study
The
assumption is that current educational practices and method will give way to
new ones. For instance, one can remember the focus on the open classroom in
the 1970s or the recent debates over the use of phonics versus whole language strategies for learning to reach (Reynolds, 2000). Similar types of debates
have also occurred in higher education. A prominent debate now in higher
education is the examination of learning versus teaching as this concern more
in relation to the learning process. The concern over learning versus teaching
is not a new debate. One can see roots of this debate in the progressive
education movement of the early 1900s (Pulliam and Van 2001) and the work of
Rogers (1990) in the mid and late 1960s. The thread of this learning versus
teaching debate can also be seen in the writing of influential educators and
learning theorists. Cross, writing about the learning process makes the point that
we cannot transfer our knowledge ready made into students’ minds (Cross, 2000).
Gardner (2000) captures the concern for differences in learners when he writes human
minds do not work all in the same way, and human beings do not have the same
cognitive strengths and weakness. This debate is further described by Barr
(2000) as a need to shift from an instruction focus on teaching/model to one
where learning was major concern. Bagg (2002) support this shift by suggesting
that we need a new paradigm, one which defines the school as learning rather
than teaching institutions‖. Barr (2000) see the teaching model as one where
the purpose is to provide and deliver instruction through courses and programmes.
A typical example could be where the teaching is instructed around classes (2C
lecture and 3-unit courses), covering course content and the use of an end of
course assessment. In this type of model, little concern may be given to
learning outcomes or how that learning is produced. The teaching model is
further described by Wagner and Mc-Combs (2003:32) when they wrote: Teachers
design for the learner what is required from outside by defining
characteristics by instruction, curriculum, assessment and management to
achieve desired, learning outcomes”. Teaching models seem to place much of its
energy on the process or ways of teaching and less concern on what is learned
or how it is learned. In contrast, the learning model paradigm is to provide learning
and to create effective learning environments. Barr and Tagg (2000) describe
the learning model as one that frames learning holistically, recognizing that
the chief agent in the process is the learner. Thus, students must be active
discoverers and constructors of their own knowledge. Carr, further support the
need for learner to take control over their learning. Barr and Tagg (2000)
believed that learners must be trusted to develop their own potential and
encouraged to choose both the way and direction of their learning. Inquiry
Method suggests that learners should have meaningful control over what and
measure how things are learned, plus how the learning outcome is measured.
Getting detailed information on Inquiry Method connections with students’ achievement
remains indispensable to educators; schools need this knowledge to support
staff
Delivery: Email
NB: The Complete Thesis is well written and ready to use.
No comments:
Post a Comment
Add Comment