An Evaluation of Teacher/student Verbal and Non-verbal Behaviours in Computer Augmented Physics Laboratory Classrooms in Kenya

African Journal of Research in Mathematics, Science and Technology Education

Volumn 1, Issue 1, 1997, Pages 65-76

  Kiboss, Joel K ^a  

^a IWF   (Kenya)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 52649176840     PISSN: 24697656     EISSN: 18117295     Source Type: Journal    
DOI: 10.1080/10288457.1997.10756089     Document Type: Article

References (43)

1. Allessi, S. M., & Trollip, S. R., (1991). Computer based instruction:methods and development (2nd ed.). Englewood Cliffs, New Jersey:Prentice-Hall.
2. Ayob, A., (1990). Study of learning interactions in group work in secondary science. Doctoral thesis, Keele University, UK.
3. Ayob, A., & Kempa, R. F., (1991). Learning interactions in group work in science. International Journal of Science Education, 13(3), 341–354.
4. Carlsen, W. S., (1991). Questioning in classrooms:A sociolinguistic perspective. Review of Educational Research, 18, 26–31.
5. Chauhan, S. S., (1983). Innovations in teaching-learning process. New Delhi:Vikas Publishing House Pvt. Ltd.
6. Chung, J., (1991). Collaborative learning strategies:The design of instructional environments for the emerging new school. Educational Technology, XXXI (12), 15–22.
7. Dalton, D.W., (1990). The effects of cooperative learning strategies on achievement and attitudes during interactive video. Journal of Computer-Based Instruction, 17(1), 8–16.
8. Docterman, D. A., (1991). Cooperative learning and computers. SIGCUE Outlook, 21(2), 39–43.
9. Fazio, R. P., & Berently, F. J., (1983). Everybody wins in group computing. The Science Teacher, 50(7), 56–58.
10. Fraser, B. J., & Tobin, K., (1989). Exemplary science and mathematics teachers. What research says to the science and mathematics teacher, 1, 1–8.
11. Freirie, P., (1973). Education for social consciousness. New York:The Seabury Press.
12. Freirie, P., (1970). The pedagogy of the oppressed. New York:Continuum.
13. Gavora, M. J., & Hannafin, M., (1995). Perspectives on the design of human-computer interactions:issues and implications. Instructional science 22, 445–447.
14. Gitlin, A., & Price, K., (1992). Teacher empowerment and the development of voice. Supervision in Transition, The ASCD Yearbook.
15. Johnson, A. C., & Johnson, R. T., (1991). Learning together and alone. Englewood Cliff, NJ:Prentice Hall.
16. Kahl, T. N., (1991). Students' background and classroom behaviour. In K., Marjoribanks (ed.), The foundations of students' learning (pp.39–57). London:Pergamon Press.
17. Kempa, R. F., & Ayob, A., (1995). Learning from group work in science. International Journal of Science Education, 17(6), 743–754.
18. Kenya Institute of Education (1992). Ministry of Education secondary education syllabus volume seven. Nairobi:Kenya Literature Bureau.
19. Mevarech, Z. R., & Light, P. H., (1992). Peer-based interaction at the computer:Looking backward, looking forward. Learning and Instruction, 2(3), 275–280.
20. Mevarech, Z. R., Silber, O., & Fine, D., (1991). Learning with computers in small groups:Cognitive and affective outcomes. Journal of Educational Computing Research 7, 233–243.
21. Miles, M. B., & Huberman, A. M., (1984). Qualitative data analysis. London:Sage.
22. Ministry of Education, (MOE) (1993). Project Planning Task Group (PPTG) report. Nairobi:Government Printers.
23. Ministry of Planning (MOP) (1991). Economic Survey 1964–1991. Nairobi:Government Printers.
24. Mullet, E., (1990). Distinction between concepts of weight and mass in high school students. International Journal of Science Education, 12(2), 217–226.
25. Neuman, D., (1989). Naturalistic inquiry and computer-based instruction:Rationale, procedures, and potential. Educational Technology Research and Development, 37(3), 39–51.
26. Ntshingila-Khosa, R., (1994). Teaching in Soweto classrooms:Observed pedagogical practices and teacher's own meanings. In M., Glencross (ed.), Proceedings of the Second Annual Meeting of SAARMSE. Durban, SA:University of Durban-Westville.
27. Ogunniyi, M. B., (1985). Problems of science education relative to the nature of scientific concepts and generalizations in developing countries. In F. M. A., Nkoli (ed.), Problem of teaching and research in Nigerian universities (pp 32–51). Ibadan:Heinemann Educational Books (Nig.) Ltd and Ibadan University Press.
28. Ogunniyi, M. B., (1984). An investigation of the nature of verbal behaviours in science lessons. Science Education, 68(5), 595–601.
29. Ogunniyi, M. B., (1983). An analysis of laboratory activities in selected Nigerian secondary schools. European Journal of Science Education, 5(2), 195–201.
30. Ogunniyi, M. B., & Ramorogo, G. J., (1994). Relative effects of a micro-teaching programme on pre-service science teachers' classroom behaviours. Southern African Journal of Mathematics and Science Education, 1(2), 25–36.
31. Okebukola, P. A., (1984). Effects of cooperative, competitive and individualistic strategies in biology. Unpublished PhD Thesis, University of Ibadan.
32. Park, O. C., & Hopkins, R., (1993). Instructional conditions for using dynamic visual displays:A review. Instructional Science, 21, 427–449.
33. Potari, D., & Spiliotopoulou, V., (1996). Children's approaches to the concept of volume. Science Education, 80(3), 341–360.
34. Prophet, B., (1990). Rhetoric and reality in science curriculum development in Botswana. International Journal of Science Education, 12(1), 13–23.
35. Rammiki, R., (1991). An analysis of laboratory activities in micro-teaching lessons in the University of Botswana. Unpublished B.Ed Project, University of Botswana, Gaborone.
36. Ramorogo, G. J., (1994). Pupils' perceptions of the inheritance of acquired characteristics. South African Journal of Mathematics and Science Education, 1(1), 115–125.
37. Ramorogo, G. J., & Kiboss, J. K., (1997). Exemplary practice and outcomes-based science instruction. In M. B., Ogunniyi (ed.), Curriculum 2005:A panacea or a Pandora's box? Seminar Series, 1(2), 51–59.
38. Relan, A., (1992). Motivational strategies in computer-based instruction:Some lessons from theories and models of motivation. Proceedings of Selected Research and Development Presentations at the Convention of the Association for Educational Communication and Technology. ERIC ED 348017.
39. Robinson, H. A., (1994). The ethnography of empowerment:the transformative power of classroom interaction. Bristol, PA:The Palmer Press.
40. Salomon, G., (1990). Cognitive effects with, and of, computer technology. Communication Research, 17, 26–44.
41. Soled, S. W., Schare, B. L., Clark, H. M., Dunn, S. C., Gilman, B. R., (1989). The effects of interactive video on cognitive achievement and attitude toward learning. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco.
42. Thijs, G. D., & Van Den Berg, E., (1995). Cultural factors in the origin and remediation of alternative conceptions in physics. Science Education, 4, 317–347.
43. Tobin, K., (1997). Cultural perspectives on the teaching and learning of science. In M., Ogawa (ed.), Effects of Traditional Cosmology on science education. Ibaraki, Japan:Ibaraki University.