International Journal of Education, Learning and Development (IJELD)

EA Journals

Science Education

Functional Science Education: The Role of Science Educators in Post Covid – 19 Era (Published)

It is widely agreed by many that COVID-19 has had a significant impact on education on a global scale. It has impacted virtually every facet of society, including social, cultural, economic, and educational factors. Changes in teaching objectives and methodologies are the main ways that COVID-19 has affected science education. This study explored the vital roles science educators’ would play in the post-COVID era. The study found out among others that science educators perform a variety of important roles in the post-pandemic environment, including those of science communicators, critical thinkers, knowledge creators, disruptive innovators, advocates against misinformation, and future-ready educators. The study recommended among others strategies  on the basis of worldwide research outcome of science education on how to improve science education in the post COVID-19 Era; for science teachers to be able to contribute to research-based and evidence-based practices in their areas of expertise, teachers should also be supported financially through research grants and financing.

Citation: Umaru U., Umar .A., Mohammed U., & Abdulmumini  G. (2023) Functional Science Education: The Role of Science Educators in Post Covid – 19 Era, International Journal of Education, Learning and Development, Vol. 11, No.4, pp.58-68

Keywords: Post COVID-19, Science Education, science educators.

Pre-Service Teachers Assessment of Student Learning in Science Education (Published)

This paper was conducted to examine the tools, strategies, and problems encountered in assessing student learning by pre-service teachers in science during their on-and-off campus clinical experience. A explanatory sequential mixed method design (Creswell, 2003) was used in this study. Three research-made instruments were used in this study: The Assessment Checklist for Student Teachers in Science, Focus Group Discussion (FGD) Questions, and the In-depth Interview Questions. There were 17 pre-service teachers participated from a teacher education institution. Findings of the study using Kruskal-Wallis One-way Analysis of Variance and Thematical Analysis using Phenomenological Reduction Method revealed the assessment tools used most frequently and least frequently, assessment strategies, and the problems encountered by pre-service teachers in science in assessing student learning.  The findings also revealed that there was a significant difference in the use of rubric (p value=0.045) as the least frequently used assessment tool by pre-service teachers in science when grouped according to specialization.

Keywords: Assessment, Pre-Service Teachers, Science Education, Sequential Explanatory, and Student Learning

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