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2011 (Vol. 3, Issue: 3)
Article Information:

Inquiry Instructional Method and the School Science Currículum

Jacinta Agbarachi Opara and Nkasiobi Silas Oguzor
Corresponding Author:  Nkasiobi Silas Oguzor 

Key words:  Curriculum, inquiry, methods, teaching, school science, ,
Vol. 3 , (3): 188-198
Submitted Accepted Published
2010 December, 08 2010 May, 01 2011 May, 25
Abstract:

The crusade to universalize basic education and improve its quality is now very much on the agenda of many countries including the developing ones. Meaning that, there is an implication, there is an overwhelming concern over the quality and relevance of education globally. Undoubtedly, the quality of education is a direct consequence and outcome of the quality of teachers and teacher education. The socialization of the child is a long process which requires careful and systematic application of workable principles as to achieve the desired results. To perhaps improve the student’s academic achievement in biology, a shift will be necessary from what has traditionally been experienced in the Nigeria classrooms toward more inquiry teaching practices, which facilitated teaching for meaningful learning. Suffice it to note the importance of inquiry in the science process, as, allowing students to describe objects and events, ask questions, construct explanations, test those explanations against current scientific knowledge, and communicate their ideas to others. This is the contention in this study. The thesis of this study is to contribute to the ongoing debate on enhancing teaching and learning strategies through innovation and changes in the contemporary epoch of new world order, thus globalization and technology.
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  Cite this Reference:
Jacinta Agbarachi Opara and Nkasiobi Silas Oguzor, 2011. Inquiry Instructional Method and the School Science Currículum.  Current Research Journal of Social Sciences, 3(3): 188-198.
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ISSN (Online):  2041-3246
ISSN (Print):   2041-3238
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