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close this section of the library Va'a, Leatuailevao Ruby.


View the PDF document A study of teacher-pupil interaction during science lessons in two Samoan primary schools
Author:Va'a, Leatuailevao Ruby.
Institution: University of the South Pacific.
Award: M.Phil.
Subject: Education -- Samoa, Science -- Study and teaching -- Samoa, Teacher-student relationships -- Samoa
Date: 1987.
Call No.: pac LA 2270 .S33 V33
BRN: 1104632
Copyright:10-20% of this thesis may be copied without the authors written permission

Abstract: Inquiry behaviour in school pupils (as a simulation ofscientific behaviour) is (universally) expected as a resultof modern science eduoation methods not only throughout theworld but also in Western Samoa. This thesis attempts toconsider this expectation with respect to teacher-pupilinteraction during science lessons in two Western Samoan schools differing in location - one in town (urban) and onein a 'village' (rural)The field work was carried out over a period of one and a half years using audio-tape recordings which were subsequently coded using a specially refined version of Flanders' Interaction Analysis Categories (FIAC). After coding, the results of the study were analysed using 2x2 table treatment. In addition, an analysis of lesson transcripts, and interviews with teachers and pupilsprovided further insight into both the reactions and sentiments of the subjects.This study reveals the need for further in-depth studies of science education in Western Samoa. Tentative conclusions point to the conflict between cultural values and the expected science behaviour; the existence of number of constraints upon the teacher; and socioeconomic influences on the pupils. Thus it is concluded and recommended, that (i) consideration be given to the revision of teaching materials to suit local socioeconomic conditions; (ii) in revising the teaching materials careful note should be taken of the conflict between attitudes expected in Samoan culture (unquestioning and conforming) and those expected in modern inquiry-type science education; and (iii) refresher courses for upgrading and updating the science knowledge of the teacher be implemented right away.
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