Teachers Perceptions of the Nature of Science

The study was conducted to explore and examine the teachers perceptions of the nature of science and its influence on the teaching and learning of secondary school Physics. The perception of the learners and teachers considered in this study is the cognitive experimental process within which a teacher/learner psychologically reaches out his/her environment. He/she encounters some aspects of it, brings those aspects into relationship with himself/herself in relation to what he/she makes of them and realizes the consequences of the entire process. Learning is a perceptional organization and reorganization of behaviours. Teaching is a planned and purposively learners-teacher interaction and contact with an intention of closing the gap between them. Classroom-learning environment is the locality or place where learning occurs. The study particularly sought to explore the teachers perceptions of the nature of Science and its influence on the teaching and learning of secondary school Physics. The study was conducted using a cross- sectional survey design coupled with a descriptive approach to strengthen the quantitative data.

Autorentext

Mr. Michael Okumu holds a B.Ed(Sc.) Honours Degree in Physics /Mathematics and M.Ed(Sc.Ed)(Physics) from Makerere University, Kampala Uganda. He lectured at the Department of Physics - Faculty of Science at Kyambogo University, Kampala and Kampala International University. He is currently working at the Directorate of Industrial Training, MOES, Ug.

Klappentext

The study was conducted to explore and examine the teachers' perceptions of the nature of science and its influence on the teaching and learning of secondary school Physics. The perception of the learners and teachers considered in this study is the cognitive experimental process within which a teacher/learner psychologically reaches out his/her environment. He/she encounters some aspects of it, brings those aspects into relationship with himself/herself in relation to what he/she makes of them and realizes the consequences of the entire process. Learning is a perceptional organization and reorganization of behaviours. Teaching is a planned and purposively learners-teacher interaction and contact with an intention of closing the gap between them. Classroom-learning environment is the locality or place where learning occurs. The study particularly sought to explore the teachers' perceptions of the nature of Science and its influence on the teaching and learning of secondary school Physics. The study was conducted using a cross- sectional survey design coupled with a descriptive approach to strengthen the quantitative data.