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Physical Science Teachers' Attitudes to and Factors Affecting Their Integration of Technology Education in Science Teaching in Benin

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Title: Physical Science Teachers' Attitudes to and Factors Affecting Their Integration of Technology Education in Science Teaching in Benin
Language: English
Authors: Kelani, Raphael R. (ORCID 0000-0003-0793-0553), Gado, Issaou
Source: African Journal of Research in Mathematics, Science and Technology Education. 2018 22(1):81-92.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 12
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Foreign Countries, Science Teachers, Physical Sciences, Teacher Attitudes, Science Instruction, Technology Education, Secondary School Science, Influences, Statistical Analysis, Middle School Teachers, Correlation, Questionnaires, Pedagogical Content Knowledge
Geographic Terms: Benin
DOI: 10.1080/18117295.2018.1436958
Abstract: Following the calls of international conferences related to the teaching of science and technology, technology education (TE) was integrated as a component of physical sciences programmes in Benin, West Africa. This study investigates physical science teachers' attitudes towards the integration of TE topics in secondary school science curricula in Benin, and the factors influencing the implementation of the programme. It also proposes solutions to overcome issues of implementation. A quantitative research method was used to collect data. A 67-item questionnaire designed by the researchers was distributed to a convenience sample of 176 physical science teachers in the three largest towns in Benin, and the data were statistically analysed using SPSS 19.0. The results showed that teachers were positive about teaching the TE topics. Many issues affected TE integration in the science curriculum including teachers' incapacity to design TE lesson plans; the large class sizes; and most importantly students' inability to understand and speak the instructional language. A variety of solutions were proposed in order to improve the teaching conditions. These included a revision of the TE topics integrated in the programmes, and encouragement of government and school administrators to provide necessary TE teaching materials.
Abstractor: As Provided
Number of References: 23
Entry Date: 2018
Accession Number: EJ1175220
Database: ERIC
FullText Text:
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  Data: Physical Science Teachers' Attitudes to and Factors Affecting Their Integration of Technology Education in Science Teaching in Benin
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  Data: <searchLink fieldCode="AR" term="%22Kelani%2C+Raphael+R%2E%22">Kelani, Raphael R.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-0793-0553">0000-0003-0793-0553</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gado%2C+Issaou%22">Gado, Issaou</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22African+Journal+of+Research+in+Mathematics%2C+Science+and+Technology+Education%22"><i>African Journal of Research in Mathematics, Science and Technology Education</i></searchLink>. 2018 22(1):81-92.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 12
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Sciences%22">Physical Sciences</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Education%22">Technology Education</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Science%22">Secondary School Science</searchLink><br /><searchLink fieldCode="DE" term="%22Influences%22">Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Analysis%22">Statistical Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Teachers%22">Middle School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Benin%22">Benin</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/18117295.2018.1436958
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Following the calls of international conferences related to the teaching of science and technology, technology education (TE) was integrated as a component of physical sciences programmes in Benin, West Africa. This study investigates physical science teachers' attitudes towards the integration of TE topics in secondary school science curricula in Benin, and the factors influencing the implementation of the programme. It also proposes solutions to overcome issues of implementation. A quantitative research method was used to collect data. A 67-item questionnaire designed by the researchers was distributed to a convenience sample of 176 physical science teachers in the three largest towns in Benin, and the data were statistically analysed using SPSS 19.0. The results showed that teachers were positive about teaching the TE topics. Many issues affected TE integration in the science curriculum including teachers' incapacity to design TE lesson plans; the large class sizes; and most importantly students' inability to understand and speak the instructional language. A variety of solutions were proposed in order to improve the teaching conditions. These included a revision of the TE topics integrated in the programmes, and encouragement of government and school administrators to provide necessary TE teaching materials.
– Name: AbstractInfo
  Label: Abstractor
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  Data: As Provided
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  Data: 2018
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PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1175220
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        Value: 10.1080/18117295.2018.1436958
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 81
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Science Teachers
        Type: general
      – SubjectFull: Physical Sciences
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Technology Education
        Type: general
      – SubjectFull: Secondary School Science
        Type: general
      – SubjectFull: Influences
        Type: general
      – SubjectFull: Statistical Analysis
        Type: general
      – SubjectFull: Middle School Teachers
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Pedagogical Content Knowledge
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      – SubjectFull: Benin
        Type: general
    Titles:
      – TitleFull: Physical Science Teachers' Attitudes to and Factors Affecting Their Integration of Technology Education in Science Teaching in Benin
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            NameFull: Kelani, Raphael R.
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            NameFull: Gado, Issaou
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