REVISITING SCIENCE EDUCATION AND NATIONAL DEVELOPMENT: NIGERIAN SITUATION AND THE WAY FORWARD

Abstract

A good science education programme is expected to achieve an appreciable national development. But, it is a reality that Nigeria as a nation is not developed in spite of the proposals of the successive governments as contained in the national policy on education. This means that the Nigerian science education programme is
not contributing to the national development contrary to expectation. The impotence and disabilities are attributable to defects inherent or associated with certain factors like: historical evolution; aims and objectives; parental influence; gender factors; curriculum factors; teachers and teaching methods; availability of resources; evaluation processes; research and review among others. All stakeholders in education are involved. This situation tantamounts to a lack of agreement between intents and implementations. Likely remedial steps are
therefore highlighted as well. The recommendations made include, proper use of research findings; adequate and proper training and retraining of teachers in contents and processes of science education; revisiting and off-loading the existing science curricula, elimination of gender biases; counseling parents/youths on the much needed national development; and; ensuring that all practices in science education are monitored and evaluated from time to time, with shift of emphasis away from paper certificates and rote learning, to, an integration of science,
technology and society.