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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Tunde Owolabi, Peter A. Okebukola, Jimmy Avoseh, Wasiu Otun, Ojo Sadiku, Sunday O. Banjoko
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DOI:10.17265/2159-5542/2014.08.003
Lagos State University, Lagos, USA
The thrust of this study was to investigate the discourse in science classroom and determine its influence on pupils’ interest in science. A combination of qualitative and quantitative approaches were employed, hence data were gathered from multiple sources (observation, interviews, and field notes). Using a case study of a school situated in Lagos, 22 pupils and a teacher were observed during science sessions. Data were analysed using pictorial, mapping technique, and coding of interview transcripts. Findings revealed the dominance of teacher initiated talk and preponderance use of discussion and questioning at the expense of inquiry and experimental activities. The need to engage teachers in a continuous process of retraining most importantly in the direction of active learning was strongly advocated.
science education, classroom practice, puipils, interaction dynamics
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