Ghanaian Junior High School Science Teachers’ Knowledge of Contextualised Science Instruction
Bibliographic record
Abstract
The purpose of the study was to investigate Junior High School science teachers’ knowledge about contextualisedscience instruction. The study employed descriptive survey design to collect data. A test, Test of Science TeacherKnowledge of Contextualised Science Instruction was developed and administered to collect data on teachers’knowledge of contextualised science instruction from 204(180 males and 24 females) Junior High School scienceteachers. Descriptive and correlational data analyses were performed on the data collected. Some key findings thatemerged in the study were: Majority of the teachers’ knowledge about contextualised science instruction was weakbut correlated positively and significantly with their highest professional qualification. A number ofrecommendations were made to the Ministry of education and Ghana Education Service: A policy statement shouldbe made in the curriculum to indicate that science teaching should be contextualised. Another policy should befashioned to compel institutions that train science teachers to include contextualisation of science instruction in theirscience methodology courses.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".