CHILDREN'S MODELLING SKILLS DURING PRACTICAL SCIENCE ACTIVITIES
MODELLING SUB-SKILLS DEVELOPMENT, A SCIENCE TEACHING STRATEGY AMONG CHILDREN
Baldeh's exploration of children's modelling skills offers a wide-ranging analysis of the complex relations between modelling skills of pupils and the teaching/learning of Science.
The age group 11- 16years envelops Piaget's cognitive development stages and so offers unique opportunities of diagnosing challenges pupils face.
A smart intervention to boast the children's learning abilities for science and mathematics education is best done at this age, hence my choice to study them.Piaget's pre/formal operational cognitive development stages concisely delimited what children of this age can learn.
Hence I felt it necessary to study their modeling and problem- solving skills, if any, during practical science activities.
The study was conducted in one of UK's Science High Schools at Macclesfield, comprising of mixed-abilities pupils.
Although the nature-nurture effect on teaching and learning cannot be ignored, the lessons drawn by this work will serve a useful guide for science teachers in their efforts to transform pupils' predominant intuitive models to the desired academic models of scientific knowledge in their various pedagogic environments across the globe.
Abdoulie Baldeh was born in October 1967 at Basse Giroba kunda in The Gambia.
He went to school at Koba Kunda School, then to Armitage and Gambia High School for his GCE ''O''and ''A'' level respectively.
He holds a BSc.
in Biology from the University of Sokoto in Nigeria, and MSc.
Educational Research from The University of Manchester, UK.