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Train‐the‐trainers Biology Workshop as a Useful Science Advocacy Tool: An Impact Assessment and Emerging Issues for Science Education
Author(s) -
Okafor Izuchukwu,
Mbagwu Smart,
Eze Chinyere,
Oluwatayo Jennifer,
Anachuonso,
Obialor Chris
Publication year - 2021
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.2021.35.s1.02582
Subject(s) - trainer , test (biology) , medical education , resource (disambiguation) , adaptation (eye) , science education , mathematics education , psychology , biology , medicine , computer science , paleontology , computer network , neuroscience , programming language
Science advocacy tool assessment is essential for ensuring improved and more beneficial science education, especially in resource‐poor countries where science education is underfunded. This study assessed the impact of a train‐the‐trainer biology workshop (TTTBW) as a useful instrument for science advocacy and biology teacher training. Method Thirty‐one biology teachers (30% male and 70% female) were competitively selected from 25 secondary schools in urban areas of Anambra State, Nigeria, based on a self‐reported assessment of knowledge transfer ability. These teachers were trained to become future workshop trainers for other biology teachers within their schools. They participated in a two‐day TTTBW, where they were taught pre‐identified need‐based topics in professional teacher development, including A) Effective communication skills for biology teaching; B) Teaching management skills; C) Dynamics of child education; D) New pedagogical skills in teaching Biology; E) Strategies for targeted Assessment in Biology and, F) Adaptation of Biology teaching for resource‐poor countries. Pre and post‐workshop impact assessment interviews were also carried out through an online form and self‐administered questionnaire, respectively. Pre and post‐test were also done on the topics taught, and the data were analyzed. Results There was a significant increase in the post‐test scores of the teachers in topics taught (A‐C) when compared to the pre‐test scores ( p = 0.00, 0.00, and 0.004, respectively). After the workshop, the interest in teaching biology increased in most of the participants (91%) compared to 23% before the workshop. Conclusion TTTBW can improve biology teaching interest and knowledge based on critical professional teaching competencies among biology teachers. Significance and Implication TTTBW is a potent tool for science advocacy and professional development for teachers and exhibits scale‐up potentials for maximal impact, especially in resource‐poor countries.