Evaluation of teachers' knowledge of the objectives of the Nigerian integrated science programme and implementation strategies: implications for pedagogical practices

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DC Field	Value	Language
dc.contributor.author	Emeke, E. A	-
dc.contributor.author	Odetoyinbo, B. B	-
dc.date.accessioned	2018-10-16T13:30:05Z	-
dc.date.available	2018-10-16T13:30:05Z	-
dc.date.issued	2006	-
dc.identifier.other	Evaluation of teachers' knowledge of the objectives of the Nigerian integrated science programme and implementation strategies: implications for pedagogical practices 24(1),pp.i-ix,43-54	-
dc.identifier.other	ui_art_emeke_evaluation_2004_03	-
dc.identifier.uri	http://ir.library.ui.edu.ng/handle/123456789/2711	-
dc.description.abstract	The study which is essentially exploratory, investigated integrated science teachers' knowledge of the objectives and implimentation strategies of the Nigerian integrated science curriculum. Fifty two teachers randomly drawn from the schools within eight educational zones in Oyo state were involved. The result showed that teachers have the knowledge of the objectives of the programme. The implementation strategies also employed are purely lecture and enquiry. The implications for pedagogical practices are discussed.	en_US
dc.language.iso	en	en_US
dc.publisher	The Institute of Education, University of Ibadan on behalf of participating West African Universities and Ministries of Education	en_US
dc.title	Evaluation of teachers' knowledge of the objectives of the Nigerian integrated science programme and implementation strategies: implications for pedagogical practices	en_US
dc.type	Article	en_US
Appears in Collections:	Untitled

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