Critical Thinking and Teaching Conception of Nigerian Physics Teachers in Inquiry-based Learning Classroom

Abstract

In as much as teaching is meant for attending people’s experience and beyond then teachers must be ready to negotiate their conceptions to tally with the people’s aspirations. This study revisited the long averted aspect of teaching (teaching conception and critical thinking) particularly in physics amongst secondary school physics teachers in Nigeria. Classroom observation and interview was conducted within a period of three months on a sample of 4 secondary school physics teachers who claimed to adopt the inquiry-based learning while teaching. The recordings were transcribed and analysed using content analysis method. The physics teachers were found to be more inclined towards the traditional method of teaching instead of the constructivist teaching method which serves as the main goal of teaching. A framework is therefore developed from the findings to assist physics teachers and educational planners to effectively implement the constructivist paradigm in physics lessons with particular reference to inquiry-based learning teaching strategy.