Beschreibung
Authentic learning is a problem of Physics education because students learn by memorization resulting into poor academic performance. Authentic learning enables students to apply classroom experience to solve real-life problems outside the classroom. Memorization has only been able to help students passed prescribed exams. However, it lacked the ability to address real-life problems outside the classroom. Research studies attribute this to the Physics teachers method of instruction. Most teachers do not engage the students appropriately in the classroom. The method employed makes students passive in the class. The book used a research-based pedagogy, peer instruction to investigate the authentic learning experience of Physics students in a teacher training college. The incredible result shows that peer instruction as a pedagogy helps students to collaborate, articulate their understanding, reflect on their learning, have multiple roles and perspectives in learning, and much more.
Autorenporträt
A Principal Lecturer at the College of Education (Technical) Lafiagi, Nigeria. Attended the University of Ilorin, Nigeria for first and second degrees, and University of the Western Cape Town, South Africa for the doctoral degree. Specializes in Science Education. An author, international reviewer, and member of academic and professional bodies.
