What do students want in their science teachers and their science lessons?

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dc.contributor.authorMaharaj-Sharma, Rawatee
dc.date.accessioned2013-10-03T16:09:44Z
dc.date.available2013-10-03T16:09:44Z
dc.date.issued2013
dc.description.abstractLikert-type questionnaires were completed by 392, 15-year-old students from 13 schools across Trinidad and Tobago. Data gained from the questionnaires were used to report on those characteristics students deemed desirable in their science teachers. Students' views were sought on four key elements of good practice in science teaching: teachers' subject matter competence, teachers' pedagogical content knowledge, teachers' affectivity towards students, and the nature of science lessons taught by teachers. The data were analysed in the quantitative paradigm to yield response category sample percentages, which were used to make comparisons among the four target areas. The findings show that, for students, teachers' affectivity was the most important characteristic of a good science teacher. The second most favoured characteristic for students was teachers' pedagogical content knowledge, which was followed by teachers' subject matter knowledgeen_US
dc.identifier.citationMaharaj-Sharma, R. (2013). What do students want in their science teachers and their science lessons? Caribbean Curriculum, 20, 101-113.en_US
dc.identifier.issn1017-5636
dc.identifier.urihttps://hdl.handle.net/2139/17614
dc.language.isoenen_US
dc.publisherSchool of Education, UWI, St. Augustineen_US
dc.subjectScience educationen_US
dc.subjectSecondary school teachersen_US
dc.subjectScience teachersen_US
dc.subjectTeacher characteristicsen_US
dc.subjectStudent attitudesen_US
dc.subjectSecondary school studentsen_US
dc.subjectTrinidad and Tobagoen_US
dc.titleWhat do students want in their science teachers and their science lessons?en_US
dc.typeArticleen_US

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