Abstract
Previous studies have sufficiently debated science teachers’ pedagogical orientations (PO), overlooking students’ preferred or desired orientations. This study explored students’ preferred orientation in relation to their teachers’ PO. The sample included 313 grade VIII students and 94 teachers from middle schools in Peshawar-Pakistan. We used three vignettes related to three different topics from Pedagogy of Science Teaching Tests (POSTT) to explore PO. Data were analyzed using frequency count, means, and t-test. The findings reveal students’ and teachers’ preferences for didactic direct and active direct orientation. However, the choice of orientation varied with the nature of the topic. Both students and teachers showed the least preference for open inquiry orientation. There was a significant positive correlation between teachers’ PO and teaching experience and a negative correlation between students’ preferred orientation and academic performance in the general science subject. The study suggests improving teacher education programs to train science teachers in inquiry orientations and its proper integration with science content at all levels.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
2024 Special Focus—People, Education, and Technology for a Sustainable Future
KEYWORDS
Pedagogical Orientation, Inquiry, Teaching Orientation, Science Teaching
