Relationships between teaching conceptions and critical thinking of inquiry-based nigerian physics teachers

Abstract

Teachers are faced with numerous challenges from parents, stakeholders of education and society in general due to poor consistence failure of students in physics in Nigeria. Moreover, the global instructional practices are moving towards student centered learning, unfortunately limited knowledge of the instructional practices is prevailing in Nigeria. It became imperative for researchers to investigate this predicament to arrive to a lasting solution. This paper describes a study of the relationship between teaching conceptions and critical thinking of Nigerian physics teachers in inquiry-based learning classrooms. The study involved a survey on 90 physics teachers in Kebbi state secondary schools from a population of 120 physics teachers. The instruments used were Promoting Inquiry-Based Learning in Science and Mathematics questionnaire (PRIMAS) and Lawson Classroom Test for Scientific Reasoning (LCTSR) to measure their teaching conceptions and critical thinking. A multiple regression model was generated which indicated that critical thinking has a significant relationship over the physics teachers teaching conceptions in inquiry-based learning classrooms. Physics teachers who are good in critical thinking are likely to inspire a more active form of teaching and learning in the classroom. Therefore, more emphasis should be given on the Physics teachers’ critical thinking to foster inquiry-based learning used in Nigeria.