Abstract
Science advocacy is an important tool for ensuring improved and more beneficial science education, especially in resource-poor countries. This study assessed the impact of a train-the-trainer biology workshop (TTTBW) as a useful instrument for science advocacy and maximizing biology teacher training. Thirty-one biology teachers (30% male and 70% female) participated in the two-day TTTBW, competitively selected from 25 secondary schools in urban areas of Anambra State, Nigeria where they were taught several pre-identified need-based topics as part of professional development. Some of the topics taught include: A) Effective communication skills for biology teaching B) Teaching management skills C) Dynamics of child education D) New pedagogical skills in teaching Biology E) Strategies for targeted Assessment in Biology F) Adaptation of Biology teaching for resource-poor countries. Each of the topics lasted for at least an hour and a pre and post-test was done for topics A-C and analyzed. Pre-workshop assessment and post-workshop impact assessment interviews were also carried out through an online form and self-administered questionnaire respectively. There was a significant increase in the post-test scores of the teachers in topics examined (A-C) when compared to the pre-test scores (p= 0.00, 0.00, and 0.004 respectively). After the workshop, the interest to teach biology was increased in most of the participants (91%) compared to 23% before the workshop. TTTBW is a potent tool for science advocacy and professional development for teachers and exhibits scale-up potentials for maximal impact.
Highlights
Science is a yardstick by which development is measured globally, and a key to technological growth which plays an essential role in improving human lives
Despite the revolutionary changes seen in science over the years, the teaching of science in Nigeria still lacks adequate innovation and reform in its pedagogy (Avalos, 1995; Omorogbe and Ewansiha, 2013)
There is a growing increase in the level of school dropout from sciences in recent years in the world (United Nation, 2013) as studies have shown that the likelihood of dropping out of school is higher for science students than arts (Nakkazi, 2014; Woodhouse, 2015; Brown, 2017)
Summary
Science is a yardstick by which development is measured globally, and a key to technological growth which plays an essential role in improving human lives. Despite the revolutionary changes seen in science over the years, the teaching of science in Nigeria still lacks adequate innovation and reform in its pedagogy (Avalos, 1995; Omorogbe and Ewansiha, 2013). There is a growing increase in the level of school dropout from sciences in recent years in the world (United Nation, 2013) as studies have shown that the likelihood of dropping out of school is higher for science students than arts (Nakkazi, 2014; Woodhouse, 2015; Brown, 2017). Nigeria has the highest number of school dropouts in the world (United Nation, 2013). Science subjects are generally seen as ‘difficult’ and need a more proactive, practical, innovative, and pragmatic pedagogy in teaching and learning especially at the primary and secondary school levels, to ‘catch them young’ (Aina, 2013)
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