ASSESSMENT OF PRE-SERVICE TEACHERS’ CONCEPTION OF OSMOSIS AND DIFFUSION USING FOUR-TIER DIAGNOSTIC TEST IN ILORIN, NIGERIA
No Thumbnail Available
Date
2024-10-09
Journal Title
Journal ISSN
Volume Title
Publisher
JOURNAL OF SCIENCE, TECHNOLOGY AND MATHEMATICS PEDAGOGY, VOL. 2 NO 2, OCTOBER, 2024
Abstract
This research investigated the understanding of osmosis and diffusion among
pre-service science education teachers at Ilorin, Nigeria, employing a four-tier
diagnostic test entitled Osmosis and Diffusion Four-tier Test. It was
administered to 300 pre-service biology teachers as a test of their knowledge of
osmosis and diffusion. The data gathered were analyzed using descriptive
statistics of percentages and pie chart, while the hypothesis was analyzed using
the t-test at .05 level of significance. Results from the study disclosed that 23%
of respondents have scientific knowledge, 36% lack information, 28% have
misconceptions, and 13% have no comprehension of the concepts. It further
indicates that male and female pre-service teachers perceive osmosis and
diffusion differently, with males having a better conception of osmosis and
diffusion. These findings imply that pre-service instructors' assumptions and
lack of knowledge about osmosis and diffusion will have an impact on how they
teach and how their students learn. Based on the findings, it was suggested that
teachers should be aware of and try to change the students' preconceptions, and
that they should also be gender-conscious in their approaches to teaching. The
4-tier diagnostic test is an effective way to gauge a students’ understanding and
therefore, can lead to more appropriate teaching methods for osmosis and
diffusion.