Methods Of Teaching Physics In Secondary Schools

Methods Of Teaching Physics In Secondary Schools – This article presents the major developments in the teaching and learning of physics in Nigerian senior secondary schools since its inception in the nineteenth century. Specifically, the paper discusses the origins of science education in Nigeria, philosophy and objectives of teaching and learning physics, basic features of physics, curriculum package/content and problems/prospects of teaching and learning physics. Also contributions from the West African Examinations Council, the Science Teachers Association of Nigeria and the Nigerian Educational Research and Development Council; Problems of communication of physics teaching and learning, as well as expected goals of physics teaching/learning in this century and beyond are adequately discussed.

Before 1859, no science was taught in any school in Nigeria. At the time of the establishment of the first senior secondary school (CMS Grammar School, Lagos) in Nigeria in 1859, arithmetic, algebra, geometry and physiology were introduced into the school curriculum (Omolewa, 1977; Adeyemo, 2003). Several secondary and teacher training institutions were established between 1859 and 1929 and their curriculum was science friendly. The scientific subjects include astronomy, chemistry, physiology, geology and botany. Omolewa, (1977) reported that science teaching and learning suffered at the hands of teachers and students: entry and performance in external examinations were very poor.

Methods Of Teaching Physics In Secondary Schools

When the Phelps-Strokes-funded Education Commission visited West Africa in 1920, it found that the state of science education was deficient, resulting in a strong recommendation to include science subjects in the curriculum of all secondary schools. However, although very competent science teachers have been found in few schools for a long time, “the systems and methods of teaching science are very unsatisfactory” (Omolewa, 1977, Adeyemo, 2003).

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Before 1960, most secondary schools in Nigeria emphasized classics and art subjects; General sciences were taught in lower secondary schools. Government and mission schools teach biology, chemistry and physics in the senior forms, probably due to the availability of science teachers and equipment. Health science is taught and taken in school certificate examinations as a substitute for biology in the last year of the secondary school course. Science content in schools was dictated by an external examination board (London Universities Examinations Syndicate), with little or no regard for Nigerian particularities (Iwowi, 1984; Adeyemo, 2009). Learning and teaching science at school was indeed a privilege. The Ministry of Education inspected and recommended their accreditation of science teaching and learning and approval from the West African Examinations Council (WAEC) to present candidates for science subjects in the School Certificate Examination. In most cases, the order of approval was usually biology, chemistry and physics, in a few cases; Three science subjects were sanctioned in one school at the same time (Iwoye, 1983; Adeyemo, 2003).

The achievement of political independence in 1960 ushered in a new era in Nigeria. After the 1960s, changes on the basis of nationalism became a common feature. In the field of education, more institutions were established to meet the increased demand of formal education, with special emphasis on the increased demand of Formal education, with a special emphasis on scientific education. Secondary school level. The number of courses available in our educational institutions has increased and the courses have been made more relevant to the needs of the country. In particular, science, agriculture and technical courses began to take their proper place in the scheme. Independent Nigeria was established at the end of the first ten years of the curriculum development movement and concrete efforts to innovate began to manifest their reality (Iwowi, 1984).

Experiments in education in the immediate aftermath of independence, typified by the events of the Comprehensive High School in Ayetoro, Polytechnic (then Technical College) Ibadan, proved so encouraging during this period that several programs aimed at improving education were initiated. Curriculum development conferences and workshops were held between 1969 and 1975 which resulted in the National Policy on Education in the production and documentation of science curriculum materials for both primary and secondary levels. Debates on policy documents and other policy statements on education by our various governments are influenced to get proper attention from different communities in the country (Ivowi, 1982, Adeyemo, 2003).

The provision of STEME consists of curriculum, personnel and equipment (Ivowi, 1993). According to (Ivowi 1984, Adeyemo, 2003) STEME principles can be followed:

Pdf) Exploration Of Student Centered Teaching Methods: Physics Curriculum Implementation Perspectives

2. Teaching and learning of science will be carried out in such a way as to develop the child in the three domains of educational objectives (cognitive, affective and psychomotor).

III. All will be given equal opportunity to provide course materials, resource persons and laboratory facilities.

At least one science subject must be given to each child at the end of the IV secondary school course examination.

V. The practice of local production and improvisation of scientific equipment will be vigorously pursued. Although adequate strategies have been formulated to implement the policies, a closer examination of the implementation process reveals that the goals are far from being realized. A detailed analysis of the implementation strategies of the national policy is duly documented in Ivowi (1983) and a mismatch between policy and implementation is also identified. For example, although the government wants all children to do science in school, most schools do not have laboratories. In addition to poor provision for STEME in terms of facilities, the problem was compounded by the large overpopulation in schools in the late 1970s (Ivowi, 1984).

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Based on the major landmarks of STEME in Nigeria since the 1960s, the emphasis of science education in the 21st century should be on quality assurance for science teachers, science students and the Nigerian society at large. To achieve this and more, a skills-focused study is qualitative in its approach, aims, objectives and methods.

Acquiring and strengthening skills and competencies through laboratory and workshop exercises and other curricular and extracurricular activities represent the most natural means of stimulating learning and real life work leading to higher productivity.

These considerations emphasize the need to focus on skills development and assessment in our teacher education and in-service training programs, particularly in physics, chemistry, biology, integrated science, agricultural science, introductory technology, woodwork, metalwork, electrical electronics, home economics, Clothing and textiles.

This article therefore tries to briefly explore the concepts of competence, competence, work, practical skill; How they relate with special consideration of their development and acquisition and their role in science technology and mathematics education.

How To Teach Physics (with Pictures)

Good, Anderson. “Physics Teaching/Learning in Nigerian Secondary Schools: Curriculum Transformation, Problems, Issues and Prospects” (2018). Accessed 21 January 2023. https:///works/teaching-learning-of-physics-in-nigerian-secondary-schools-the-curriculum-transformation-issues-problems-and-prospects-4262

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Received: 31 October 2016 / Revised: 7 December 2016 / Accepted: 14 December 2016 / Published: 22 December 2016

There are very few studies and pre-service teacher education about the importance of teaching methods in biology education and environmental education, including outdoor education, for promoting sustainability in primary and secondary school levels. The material was selected using specific terms of biology and sustainability education in various scientific databases. This article provides an overview of 24 selected articles published in peer-reviewed scientific journals from 2006-2016. Data were analyzed using qualitative content analysis. In total, 16 journals were selected and 24 articles were analyzed in detail. The focus of the analysis was teaching methods, learning environment, knowledge and

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