Files in this item
|(no description provided)|
|Title:||A Study of the Implementation of the Ipst Inquiry-Oriented Lower Secondary Science Curriculum in Thailand (Teacher Education)|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Abstract:||The primary goal of the study was to explore a state of implementation of an inquiry-oriented science curriculum, developed by the Institute for the Promotion of Teaching Science and Technology (IPST) in lower-secondary schools in Thailand.
A sample of 32 science teachers drawn through a two-stage stratified random sampling from the population of lower-secondary science teachers in Udornthani Province, and the population of 14 IPST curriculum developers, participated in the study.
The study revealed the incongruence between science teachers' understanding and attitudes regarding the IPST inquiry teaching, and their actual classroom behaviors. Science teachers' responses to questionnaires exhibited good understanding of and positive attitudes toward inquiry teaching. In addition, their understanding was congruent with those of the curriculum developers. In contrast, the observations of teachers' actual classroom practices with the Category System for Classroom Interaction Analysis (CSCIA) and the Observation Form showed a lack of understanding.
The canonical correlation analysis revealed no correlations between a set of eight teachers' characteristic variables (i.e. sex, years of teaching the IPST science curriculum, in-service experiences, recency in enrollment, understanding of the philosophy of inquiry teaching, understanding of the strategies of inquiry teaching, understanding the roles of teachers and students in inquiry teaching, and attitudes toward inquiry teaching) and a set of teachers' inquiry teaching behaviors in terms of five behavioral ratios (i.e. Inquiry, Indirect/Direct, Motivation/Motivation and Control, Student/Teacher, and Activity/Talk).
Science teachers perceived two clusters of nine factors (i.e. students' academic background, and science equipment, supplies and facilities), from 28 possible factors given in the questionnaire, as serious problems affecting their instruction.
The investigator highlights the roles of the hidden curriculum (i.e. a classroom culture) that might be contradictory to the nature of inquiry teaching and, consequently, result in the dissonance between the teachers' classroom behaviors and those intended by the curriculum developers.
Finally, the investigator views a study of curriculum implementation as a useful tool for improving science teaching. He suggests that science teachers should involve in the curriculum implementation study for the purpose of the improvement of science teaching.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1985.
|Date Available in IDEALS:||2014-12-15|