INNOVATIONS IN SCIENCE, TECHNOLOGY AND MATHEMATICS EDUCATION IN NIGERIA by Ebele C. Okigbo, Nneka R. Nnorom, Ernest O. Onwukwe (the ebook reader .txt) 📖

one. Looking for these materials and constructing them is also time consuming, where there is the complain of lack of time for science teaching, especially the overloaded course content of the science teacher. Some of the teachers and students, lack the skill to improvise. It is only teachers and students that are innovative, with a positive attitude that can embark on such a venture (Moses, 2012).

 

It is obvious that, there are some equipment that the teacher or students may not be able to improvise, therefore the use of electronic laboratory (e - laboratory) or (e - lab) strategy will go a long way in addressing this problem.

 

Electronic laboratory strategy

Electronic laboratory which is otherwise referred to as e-laboratory is a means of presenting a laboratory that is in an electronic form, not a physical laboratory. The laboratory is in an audio- visual form. This could be done by the use of relevant software that can be specially designed for the purpose.

 

Different laboratory exercise could be performed in line with the curriculum package that is in use, which could be developed into software like CDs, DVDs that are visual. There processes could be developed locally or foreign. Then, this software could be played in the classroom for the students to watch. This will enable them to be abreast with the equipment used and the entire laboratory process, even though there is no hands on which the science teaching advocates.

 

The strategy of using alternative to practice was also borne out of the absence of the physical laboratory. The alternative to practice strategy could be better appreciated, if it can be combined with the e – laboratory strategy. Combining the two will almost make everything real, though there is no, hands on as advocated in the teaching of science such as the guided or unguided discovery strategy.

 

The purpose of this work is not to encourage government to establish e-laboratory in all our schools, but schools where the physical (real) laboratories are not available should be encouraged to use the e-laboratory platform to assist the students. Regrettably most students did not see some of these laboratory equipment and reagents used in the sciences until they enter into the universities, but if the e-laboratory strategy is used, they will never be ignorant of these scientific processes.

 

Materials used in the e-laboratory strategy are quite affordable to the schools and even the students. Some of the materials required include, big television screen, DVD players, DVD software connecting cables and electricity supply or a small generating set. These could be used for the classroom interactions. Also these soft ware could even be transferred to their phones. This could be a little easier because almost all students have cell-phones with the advent of the Information and Communication Technology(ICT). E- laboratory is part of e-learning which is a new wave of technological development in information and communication that is all embracing. It involves the use of technological devices such as computers, cell-phones, televisions, soft-ware, internet, video tapes etc. to communicate and obtain information (Ezenduka & Achufusi, 2013).

 

In developing countries as found in Africa the teacher, who is at the centre of the science curriculum implementation process, has a lot on his/her hands. The e-laboratory strategy will therefore help the science teacher to a great extent in the teaching and learning process. The United Nations Educational Scientific and Cultural Organization (UNESCO)( 2007) stated that ICT is a tool that can facilitate knowledge by helping the teachers to take full advantage of the potentials or technology to enhance learning.

 

Schools that lack laboratories, need not to wait for the government rather, the teachers should collaborate with the school heads and the Parents Teachers Associations (PTA) to make arrangements on how to get these equipments and materials for the e-laboratory strategy to be possible. This is because these materials and equipments for the e-laboratory strategy are quite affordable. When ICT is effective used, it transforms the classroom into a student centred learning arena, where the teacher serves as a coach or a guide (Nzewi 2009). The ability of the use of ICT devices in lesson delivery lessens the burden of the science teacher (Haborpeters 2001).

 

The Science laboratory

 

Moses (2013) in a survey conducted in senior secondary schools in Bayelsa State of Nigeria revealed that 50% of the schools use a general laboratory for biology, chemistry and physics, 35% of the schools do not have laboratories at all, while only 15% of the schools have specialized laboratories for biology, chemistry  and physics.

 

Dearth of qualified science teachers

The science teacher is the most important factor and is at the centre of the implementation of the science curriculum. The science teacher is the chief implementation officer; therefore the most important human factor in the teaching and learning of science is the qualified science teacher, who is dedicated to duty. It is very important for the science teachers to be conversant with the working of the e-laboratory. This means that, some training programmes could be organized for the science teachers in order for them to function effectively.

 

Iheanacho (2007) stresses that most of the secondary school science teachers are professionally not qualified therefore, not adequate. Some of them possess educational background, teaching skills, creativity and innovative abilities that fell short of world standard, for them to teach at this level. Modibbo (2012) also reveals that teachers at the basic level of education show low level of ICT skills and usage. He said, this is so because most of them do not have ICT infrastructure like laptops and computers. This calls for the need to give basic training to these science teachers, as this will not cost much especially on the part of government.

 

The e-laboratory strategy may also help most of the teachers to get motivated in the science teaching and learning  process, because it will afford most of the teacher themselves to be seeing such laboratory exercise or processes for the first time. This is true, because most of the teachers who are today trained as teachers do not see such laboratory processes until they got the universities, some even graduated from the university system without seeing such laboratory exercises. This is the case of some universities that prepare students for science teaching in the teacher education programmes. Ezenduka and Achufusi (2013) reveal in a survey that secondary school biology teachers irrespective of location possess low level of ICT literacy to a large extent.

 

Benefits of e-laboratory

The following are some of the benefits of e-laboratory.

It is cost effective compared to the setting up of a real laboratory.

It will make the laboratory process almost real without hands-on.

Verification of scientific laws will be enhanced.

Since the equipments are seen, it will make the students to be conversant with the laboratory equipments that are difficult to come by.

It stimulates the sense of hearing and sight therefore; retention of knowledge will be for a work time.

It personifies the practical class therefore, it is far better than mere teaching science theoretically.

When combined with alternative to practical, would enhance performance.

When installed on the phones of the students the laboratory could be in the homes of the students or right in their palms.

It does not depend on government to function.

It is an attention inducer therefore, could be used to motivate learners.

 

Corruption and science education in Africa

The teaching of science is greatly affected by corruption which is rampaging like a wide fire in most African countries. Most of the leaders in the developing countries, such as African countries are corrupt.

 

What is corruption?

It is a series of efforts put forward to secure wealth or power through illegal means, a drive for private gain at the expense of the public; or the use of public power for private benefit, give to one’s self all that belongs to others (Adeyinka, 2017).  According to Paulley (2017) it is an abuse of office for personal gain; any act illegally or intentionally carried out, provided it is capable of given certain benefits to the actor or actors by a public official, which violates the accepted standard of behaviours required of the officer that leads to private or selfish ends.

 

Corruption cuts across various levels of human endeavour. It affected all sectors of public administration, which included the education sector. Corruption manifests in several forms such as: embezzlement, extortion, fraud, favouritism, bribery, nepotism etc. corruption is found in homes, communities, states and countries affecting religious institutions, government ministries and parastatals, educational institutions and the three arms of government such as the executive legislature and the judiciary.

Corruption is a canker worm that eats deep into the fabrics of a nation that invades the growth and development of such a nation. This is the consequence the developing nations such as the ones found in Africa are suffering from. The corruption perceptions index 2018 published by the transparency international in January 2019 indicates that most Africa countries scored below the average mark of 50. Only six countries scored above the average mark such as, Seychelles 66, Botswana 61, Cabo Verde 57, Rwanda 56, Namibia 53, and Mauritius 51. The average score of the sub-Saharan Africa was 32. (Transparency International, 2019).

 

This report portrays the Africa continent as a continent that is endemic with corruption. It is common knowledge than a country that is ravaged with corruption cannot develop. This will adversely affect the development of science in the African continent. The development of science in any country is made possible by the development of science education of that country. The development of science education is being made possible by the effective teaching and learning of science in the schools.

 

Effective teaching and learning of science in schools cannot be made possible without laboratories. With the endemic nature of corruption in Africa countries, providing well equipment laboratories adequate to teach science, one for each science subject such as biology, chemistry and physics is a mirage.

 

This is why, it will be wise for such schools to go for e-laboratory, as an improvised form of a laboratory, rather than waiting for the government to build laboratory for then which may never happen. The e-laboratory stands as an effective alternative to practical. It is easier to set up and the students will be able to see all the equipment, apparatus and reagents live. This is far better than not doing and seeing anything. With the available soft ware after the classroom e- laboratory lectures, the students can even down load them into their phones and watch at home.

 

 

Conclusion

Nations that are termed to be developed are recognized in that light in respect of their advancement in science and technology. The teaching of science in our school system has been a challenge to science educators. Several science teaching strategies have been advocated by science educators and researchers.

 

Innovations in science teaching are necessary for effective transfer of scientific knowledge to learners with the advancement of technology. Innovative strategies are being sort for, to make the teaching and learning of science easier for both the teacher and the learners.

 

Laboratory activities or exercises are integral parts in science teaching. Most of our secondary schools do not have adequately equipped science laboratory each in biology, chemistry and physics. Corruption in most developing countries especially African countries has made it worse. Schools were laboratories are not available can make use of e-laboratories, instead of just learning science theoretically. With e-laboratory the students will not only use their sense of hearing but also the sense of sight, even though there are no hands-on. It is an alternative way of making laboratory exercise real for the students, where the real thing is not available.

 

Therefore e-laboratory is an innovative strategy of teaching science in schools, mostly where laboratories are not available. Even for the schools where laboratories are available, the students can still use it in their homes.

 

Recommendations

The following recommendations were made:

Government should have the political will to establish separate laboratories for each of the science subjects in the existing schools.

In establishing new schools, laboratories should first be provided before such schools are established.

Teachers should be trained in ICT to enable effective use of e-laboratory