CHAPTER ONE
INTRODUCTION
All over the world, people are aspiring to excel in science and technology. These quests are because of the recognition of the role of science and technology in the development of any nation. The above quests have brought some changes in the educational system of many nations. Here in Nigeria interest in education system has shifted from Arts to Sciences. This is evidenced in current admission policy of 60% for Science and 40% for Arts student in tertiary institution in the country (Federal Republic of Nigeria 2004).
Science has to do with the nature; it is derived from the latin word “scientia” which means knowledge. Science is a systematic enterprise that builds and organizes knowledge in the form of testable explanation and predictions about the universe. It can equally be defined as the field of study which tries to describe and understand the nature of the universe in whole or part. According to Hyacinth (2004) science in its broadest scene refers to all human activities involving organized knowledge of natural phenomena. It also refers to a system of acquiring knowledge, here system uses observation and experimentation to describe and explain natural phenomena. According to Hornby (2002) science is the knowledge about the structure and behavior of natural and physical world based on facts that can be proved. Science is the study of natural phenomena and is distinguished from other fields because it relies on the hypothetical, deductive and experimental approach. Webster’s New collegiate Dictionary defined science as the knowledge attained through study or practice, in order word it is a knowledge covering general truths of the operation of general laws, especially as obtained and tested through scientific method and concerned with the physical world. Mbajorgu (2003), Ali (2000) perceived that science is concerned with regards to developing, acquiring and controlling knowledge, skills, capacity and attitude about natural factors of the environment.
Chemistry on the other hand is a branch of physical science that studies the composition, structure, properties and changes which matter undergo. Etesike and Nnamani, (2006) quoting Ukungwu (2003) defined Chemistry as a branch of physical Science that studies the composition, structure, properties and changes which matter undergo. Chemistry is chiefly concerned with atoms and molecules and their interactions and transformations, for example, the properties of the chemical bonds formed between atoms to create chemical compounds. As such, chemistry studies the involvement of electrons and various forms of energy in photochemical reactions, oxidation-reduction reactions, changes in phases of matter, and separation of mixtures. Preparation and properties of complex substances, such as alloys, polymers, biological molecules, and pharmaceutical agents are considered in specialized fields of chemistry.
What is Education?
Education was defined by Ukeje (1976) as a process by which people are acclimatized to the culture into which they are born in order that they may advance it. Philosopher from Socrates, Plato and Aristotle to John Dewey recognized education as a powerful instrument devised by man for his improvement. Nwagwu (1981) sees education as the process by which every society attempts to preserve and upgrade the accumulated knowledge skills and attitudes in its cultural setting and heritage in order to foster continuously the well being of mankind and guarantee its survival against the unpredictable, at times hostile and destructive elements and forces of man and nature.
CHAPTER TWO
CHEMISTRY EDUCATION AND CHEMISTRY TEACHER
Chemistry Education is a comprehensive term that refers to the study of the teaching and learning of chemistry in all schools, colleges and universities. Topics in chemistry education might include understanding how students learn chemistry, how best to teach chemistry, and how to improve learning outcomes by changing teaching methods and appropriate training of chemistry instructors, within many modes, including classroom lecture, demonstrations, and laboratory activities. There is a constant need to update the skills of teachers engaged in teaching chemistry, and so chemistry education speaks to this need.
The Nigerian senior secondary school Chemistry curriculum is prepared and organized to favour the acquisition of appropriate skills, abilities and competencies as equipment for an individual to live and contribute to the development of his country (Federal Ministry of Education, FME, 1983).
It is to this regards that the Chemistry curriculum attempts to integrate the concept of science into five goal statements for science education as follows.
· Education in science (chemistry) should develop the student’s natural curiosity about his environment.
· Science education should broaden the child’s thinking and operational skills for investigating the environment, solving problems and making decisions.
· Science education should develop the student’s knowledge base.
· Science education should develop child’s understanding of the nature of science and technology.
· Science education should increase the child’s understanding of the limits and possibilities of science and technology in exploring the natural environment and solving problems.
Objectives of NCE Chemistry Curriculum
The intrinsic values as well as the utility values of chemistry in all spheres of human activity have necessitated its inclusion in the school curriculum. The teaching and learning of chemistry at the Nigeria Certificate in Education (NCE) level should be such as to produce competent, effective and efficient teachers, who having acquired the requisite skills should be able to impact same to their pupils. Therefore, the objectives of chemistry programmes at the NCE level are to produce highly qualified middle level manpower knowledge in the processes of chemistry and capable of inculcating these in the students. Students should have competencies in chemistry teaching including ability to:
a. develop functional knowledge of chemistry concepts and principles
b. observe and explore the chemical environment
c. apply the skills and knowledge gained through the study of chemistry to solve day to day problems
d. explain simple natural phenomena
e. Develop scientific attitudes such as curiosity etc.
f. manipulate simple apparatus for purpose of demonstration and use;
g. Improvise simple equipment from available junk in the chemistry environment
WHO IS A CHEMISTRY TEACHER
A chemistry teacher is a type of science teacher that specializes in the scientific discipline of chemistry. The teacher is responsible for teaching many aspects of chemistry, which mainly involve the various chemical properties of substances, as well as the processes that they undergo under a wide variety of circumstances. The chemistry teacher will discuss the many uses of chemicals, their dangerous properties, how to properly use and dispose of them, and other related topics.
The term chemistry teacher generally refers to those who teach at the middle and high school levels, since in college they are referred to as professors or lecturers. Elementary teachers typically teach more general types of science that include basic chemistry experiments, but will usually not teach chemistry as a topic for the entire year. Elementary-aged students are often not taught true chemistry because experiments can involve high heat or toxic chemicals, which involve a high degree of safety when executed.
Chemistry teachers must incorporate lab experiments as central to their curriculum. These experiments should relate directly to the current lecture topics, and also should be tested ahead of time, especially during the first few times they are taught. Testing will help the teacher verify the difficulty and safety levels, as well as the relevance of that experiment. While most experiments have already been well-tested and utilized in the classroom, a teacher may always choose to try something unique, or an experiment that relates somehow to current news and events.
CHAPTER THREE
SCIENCE EDUCATION AND ITS CONTRIBUTIONS TO THE DEVELOPMENT OF NIGERIA
Science education deals with sharing of science content and process with individuals who are not considered traditionally to be member of the scientific community; the individuals could be students, farmers, market women or a whole community. Science education in Nigeria concentrates on the teaching of science concepts, method of teaching and addressing misconceptions held by learners regarding science concepts.
Science education is very important to the development of any nation that is why every nation must take it very serious in all institutions of learning. Many of the developed worlds were able to achieve so much in science and technology because of science education. Launching of sputnik by the Russian government in October, 4 1957 would not have been possible if not for the position they placed physics in science education. Science education comprises three subjects namely biology, chemistry and physics which are combined with education and over the year there has been low enrolment of these courses in our institutions as identified by causes of this low enrolment include society disdain, mockery of teacher and low prestige of teachers .
Science education is very important to the development of any nation in many areas. A graduate of physics education can be self employed as opined by Many of the physics graduates have some knowledge of electronics that is enough for them to be able to have a little period of training as apprentices and then stand alone as electronic technician. For instant, Semiconductor is very important in the modern technology that if properly learnt it is enough for one to stand upon for a living; semiconductor physics is part of what any graduate in physics will learn and should learn. In semiconductor, is very important in a growing economy like ours in Nigeria; it is useful in ceramic industry and a well trained physics education graduate can be well established in ceramic industry.
Without science education Information and Communication Technology would be impossible. Science and technology will not be possible without science education; for instance engineering, medicine, architecture etc will not be possible if there is no one to teach the students the core subjects needed for these courses.
Biology education is very important to any growing economy like Nigeria. Many graduates of biology education are self employed and employers of labour; many owned schools for themselves where people works and earn their living while some are in to fish business.
There are colleges of education where students of chemistry department are taught how to make dye and chalk; graduates of these departments can establish their own chalk business as soon as they graduate. If supported with fund many schools do not need to buy chalk outside anymore and they can equally produce for other schools.
CHAPTER FOUR
PROBLEM OF SCIENCE EDUCATION DEVELOPMENT IN NIGERIA
In the light of the above review it is obvious that science education is very important to national development but Nigeria is faced with some challenges inhibiting the development of science education. Such problems incudes:
Inadequate facilities
Purchases of science equipment to schools are no longer done transparently since it is either the chief executive of the school or any of his or her relation who do the supply. In this case they neither supply the required specification nor the required quantity; in most cases they don’t even supply anything. Most of the science laboratories are empty building or buildings filled with fake or obsolete science equipment which are useful for nothing but mere demonstration.
Inadequate staff training
Money meant for staff training are diverted to personal account while selections of those who benefit in staff training is based on whom you know syndrome. All these bounced back on the quality of science education the nation produces.
Political Instability
Nigeria has not been having a stable political system of government since her independence in 1960. Stable political system of government is very essential to educational development of any nation. Military ruled for 34 years in Nigeria out of 53 years of existence as a sovereign nation; these years can be regarded as an era of colossus waste in both human and natural resources for Nigerians. These leaders have no regard for education but concentrate on establishing their government for long years. The few years of civilian rule has been years of lack of focus; government educational program changed according to the taste of the political party in power. Many science equipment and infrastructures are lying in waste in our schools because of instability in political government.
Insecurity
Security issue in Nigeria has been worrisome for more than two years now because of insurgence of Niger Delta and Boko Haram. Stretching the averment further, the former is politically motivated while the latter is religiously motivated; the reason for the insurgence is trivial to this paper but the effects on science education development is very germane.
People in Nigeria lives in fear of uncertainty of death from bomb explosion: of gunshot from terrorist or armed robber and many a time from kidnappers. The lives of nationals living in Nigeria are in perpetual danger of abduction or kidnapping. Lecturers and students don’t know their fate every day until they retired to bed at night; even while sleeping they cannot sleep and close their two eyes because of armed robbers.
The recent attacked on a northern university where students and lecturers were cold bloodedly murdered including a professor of chemistry still remains an insomnia in academic arena. Science infrastructures built with huge amount of money for schools had been destroyed while gas and oil installations vandalised; the resultant effects of these is on education.
Many parents have lost their job and the effect is on the children; these children could not complete their education and eventually drop out of schools. According to Madueweisi (2006) these dropouts are used by politician as thugs, for assassinations and robbers robbing banks, poison the societies and make everybody feel unsafe. Majority of these dropout students are very brilliant who could have become renowned science educators the country would be proud of.
Schools were closed down in many parts of the country; universities, polytechnics, colleges of education, secondary and primary schools where learning environment are no longer safe for learning remain in long compulsory holiday for months A cultist who graduated in school through examination malpractices in many time end up in classroom as a teacher since teacher is the easiest job anyone could get in Nigeria because of lack of professionalism. The question that should come to mind is that, what can such teacher teach when he / she got the certificate by fraudulent means? These are many of the teachers we have in most of our schools; they got there through their godfathers who are politicians.
Corruption
Corruption has eating deep into Nigeria system and it is manifesting in every sectors including education. In Nigeria today it is not what you know but whom you know, that is why it is said that recruitment to job is tied down to criteria such as political favouritism, geographical area or quota system. Many of the teacher training institutions and universities cannot boast of the best academic staff because the best probably do not have godfather who can help them. Appointment is no longer based on merit but on whom you know and the amount you can offer for such job. Admission into higher institutions of learning is not on merit but on whom you know also.
Over dependence on petroleum
Nigeria is blessed with many natural resources on which her economy rest upon; however over dependent on petroleum has seriously affected the economy. The effect is on science education since science equipment and apparatus are inadequate in the country and the cost of importing these materials is high because of exchange rate.
Teachers method of teaching
Science teachers should use different strategies as there is no single universal approach for specific class. Many science teachers still hold to chalk and talk method which is not appropriate for science teaching in this age. Lack of good strategies in the teaching of science is affecting student performance and at long run affects student enrolment.
CHAPTER FIVE
THE ROLE OF CHEMISTRY TEACHER IN PROMOTING SCIENCE EDUCATION IN NIGERIA
Chemistry is the beauty of science. It is the science about substances, their composition, structure, properties, and interactions. Chemistry helps explain the physical world and its workings, and plays an important role in our lives. Chemists have contributed a great deal to technical advances of society and have made many important contributions to modern life. Everything is made from one or more chemical elements that occur in nature. Chemists use different kinds of chemical processes to make the elements more useful, and they create countless products that make our lives healthier, easier, and more enjoyable. Chemistry is a powerful springboard to launch you into a fascinating career. Chemistry courses combine general education with preparation for immediate employment. A person with a bachelor's level education in chemistry is prepared to assume a wide variety of positions in industry, government, and academia. The more obvious positions for which a background in chemistry is important are those in the chemical industry or in chemical education. Those with a significant knowledge of chemistry are also employed in a wide variety of related professions such as molecular biology and biotechnology, material science, forensic science, hazardous waste management, textile science, and information management. There are as many specialties as there are areas of application of chemical principles. An undergraduate chemistry degree may be combined with advanced studies in other fields and lead to work in areas such as law or higher management. Chemists are challenged, excited, and satisfied with their profession.
Some of the Ways Chemistry Teachers Can Help Boost Science Education in Nigeria Are:
Practical Work and Use of Instruction Materials:
There should be much emphasis for the use of instructional materials in teaching and learning process in our science education. Even most of the science curriculums are practically oriented. The fact remains that our students cannot be creative without learning chemistry practically.
Jegede and Abdullahi (1982) have stressed on the impact of practical work using adequate material resources. They have argued that practical work help the students and they are seen to be more active in learning processes in which they are continually inquiring, testing, speculating and building their own personal construction of knowledge. In science, students need to be actively constructing their own personal awareness and meaning.
According to Odo (2011:136), noted that instruction materials make teaching easy and more vivid than words alone. The learner learns faster and retains more and longer when taught with relevant instructional materials. Actual objects have an appeal for the young students. The students must provide with things to sees, touch and handle. There should be an adequate provision of concrete materials in the classrooms, without which the teaching of some concepts and terms in chemistry becomes abstract. This statement goes to support the old Chinese proverb which says that:
I hear I forget
I see I remember
I do and I understand
In fact the depth of learning depends upon the totality of experience upon the students. These experiences are result of direct contact with some objects.
Attama (1997) in Adonu (2011:172) noted that practical are carried out to prove the workability of a particular scientific theory and where there is absence of laboratory facilities, it implies there will be no practical demonstration of needed practical skills. In order that science may catapult Nigeria to a height where she will achieve her vision, there should be provision for modern and well equipped laboratory facilities for frequent practical work in science.
Also, Ogbonnna (2013:212) noted that the lack of adequate infrastructures in our higher education has posed serious setback in the achievement of higher education goals. In institution where there are no adequate classroom, resource rooms, staff rooms, lack of laboratory facilities, computers and the like, proper teaching and learning cannot be effective and efficient in the system. Salisu (2001) in Ogbonna (2013) observed that there is significant difference in the academic performance of students in institutions with adequate facilities and those with inadequate facilities.
Babalola (2004; 114) in Ugwuoke P.U (2013;66) noted that “instructional materials are designed to promote and encourage effective teaching and learning experiences”. Instructional materials are ways and means of making the teaching and learning process easy, more meaningful and understandable. He noted that as ingredient is to soup, so also is resources materials to chemistry curriculum implementation. These instructional materials are lacking in Nigeria secondary schools, as a consequence, teachers take to teacher chalk and talk as they have no visual or audio-visual materials which the students can see, touch, smell and hear in the process of teaching and learning. Onyeachu (2006) in Ugwuoke (2013;68) observed that when instructional materials are not available learners cannot do well. This means that when learners are not doing well, the set objectives of education cannot be achieved
Proper planning and execution of lessons:
A chemistry teacher must make the lesson plans for the year that will be relevant to the necessary curriculum. He is also responsible for designing, executing, and supervising laboratory experiments that are relevant to the lessons. In addition, general teacher responsibilities of a chemistry teacher involve evaluating students, communicating with their parents, and maintaining classroom records. They must also stay up-to-date on current events and teaching trends among other chemistry teachers worldwide, while staying involved with their peers by attending school events.
Adequate Chemistry Teachers Qualification
According to Oxford Advanced Learner’s Dictionary, 7th edition qualification is the fact of passing an exam, completing a course of training or reaching the standard necessary to do a job or take part in a competition or a skill or type of experience that you need for a particular job or activity. Owie, (2000) in Ugwu (2014) complained that the professional qualification of those who impart the knowledge of Chemistry is far from standard. He urged professional Association to take responsibilities to setting standards for prospective and practicing teachers for all levels and determination of who will become a member the teaching profession. He further advised the professional to do away with misfits who view their profession practices as a stumbling block.
Emphasizing on why they should be eliminated from the teaching profession, he maintained that those people lack dedication, respect for the values and objectives pedagogy and hence constitute a dog in the channeling of ideas for authentic professional development.
Adequate Supply of Chemistry Equipment
Madueweisi (2013) defined Chemistry laboratory as a place where theoretical knowledge of Chemistry is being synthesized into visible facts. Ede (2013) from his research titled Investigation on the extent of supply of chemistry laboratory facilities in Nigeria secondary schools reviewed that most secondary schools in Nigeria lack standard laboratory, facilities such as microscopes, hand lens, weighing, thermometer, , test tubes, bell jar, beaker, Bunsen burner, measuring cylinder, iodine solution, millions reagent, Sudan III solution, conical flask, , dissecting set, , spring balance filter funnels, filter papers, pipette, microscope slides and cover slips, dissecting boards, retort standards, wash bottles, specimen jar, test tubes should be present.
According to Tabour (2012) the difficulties students experience in learning the content matter of Chemistry is borne out of shortcoming of facilities to bring to reality the concept of chemistry. Oforkansi (2013) stated that a learner learns science (chemistry) easier if he is given an opportunity to practice what he is being taught by manipulating apparatus, classifying data, designing experiments, hypothesizing to make inference and verifying results through effective validation process.
Chemistry teachers’ personal Qualities
Teacher’s personalities cause a lot of havoc in effective teaching of Chemistry. According to Okon (2012) one of his definitions of personality follows that “personality is the unique qualities of the individual and the integration of physical, mental emotional and social qualities as manifested by the individual to other people”. Ofokansi (2013) see personality as the sum total of the generally characteristics which distinguish an individual from other persons. Also Onwuka (2012), described personality as that term which consists of set of valuables and descriptive variable which are used in describing an individual. From the about it seems that the emotional state of a teacher can affects his/her teaching adversely.
The efficiency of the need of good characters demonstrated by Galen (1999) in Oforkansi (2013) shared that “sanguine individuals are always cheerful, heartily, outgoing, fearless and very interested in physical pleasure” if a Chemistry teacher possesses this type of character there is no doubt that the teacher will achieve the aim of his lesson with the students he is teaching. As it is said that good teachers are born and not made. This statement is true to some extent and hinge on the personality of the teacher.
Ede (2013) showed in his research report that the following are identified as qualities needed by a teacher:
1. Cooperative and democratic attitude
2. Kindness and consideration for the individuals’ patience.
3. Wide interest
4. Personal appearance
5. Good disposition consistent behaviour
6. Flexibility
7. Use of recognition and praise
8. Interest in students problem and
9. Unusually proficiency in teaching particular subject.
According to Onwuka (2012), “it is they who only determine what actually is to be learned but also largely control the learning experience that go on in the classroom”. For this reason teachers who have the personality to teach Chemistry to students cannot function with a blank background. They need to have adequate knowledge about the subject itself. If a Chemistry teacher combines good personality traits with good teaching methods, students’ interest achievement will be high.
Chemistry teachers’ teaching method;
Chemistry teachers should adopt different strategies for teaching chemistry. Especially some modern teaching methods like concept mapping, computer display e.t.c. Ezekannagha (2008) in his research carried out in Aguata Education Zone of Anambra State on the topic, “chemistry teachers’ competence on the use of concept mapping: A tool for teaching difficult concepts in chemistry”. The instrument for data collection was questionnaire. Mean and standard deviations were used to answer the research question while T-test statistics was used to analyze the hypothesis. This research view that chemistry teachers lack competence on the use of concept mapping. The constraints that militate against teacher’s level of competence in the use of concept mapping include; teachers’ poor knowledge and lack of grant to attend in-service training or sponsored for workshop, seminar and conferences. They also noted that most teachers are not specialists in chemistry education, they are forced by circumstance to take up chemistry teaching hence always on the look out for better job and ready to leave the profession.
Baja (1993) in his book, “teaching chemistry creativity” emphasized on effective method of teaching chemistry i.e. demonstration, and lack of exposure of chemistry teachers to the modern way of teaching. He also comments on the need for teacher to be well educated especially the teachers of chemistry subject. School administrations should put every senior and well experienced and trained graduates in classes in which chemistry courses is taught. This is because an empty bag cannot stand up right. Inexperienced teacher or lecturer end up confusing students by imparting passive knowledge to them without involving them in some activities that will make the knowledge lively and survive.
Moreover, it is not uncommon to see an individual with NCE holder teaching in many higher institution of learning because he has someone in authority. This makes teaching and learning ineffective especially in sciences particularly in chemistry which is a volatile subject that needs a specialist. However, it is good to know if such exist in Government Colleges of education in Enugu State.
CONCLUSION
There is no problem without solution, therefore what is happening presently in Nigeria as it affects the development of science education have solution if Nigerians are ready to pay the price. Nigerians must be ready to wage total war against corruption; it should be a war that everybody must take part in. There should be laws made specifically for corruption and this law must be enforced no matter whom the corrupt person may be. The law should touch every aspects of life; it should not be limited to money alone as it is presently.Any government official who favoured anybody in admission, employment and promotion based on ethnicity or religion should be seriously sanctioned as someone who stole government money. Various professional bodies in tertiary institutions should rise up to the present challenge and ensure they curtail the excesses of their members in schools. There should be no sales of handout in universities, polytechnics and colleges of education. Violation of this law should be dismissal from the service and any book to be sold should be properly screen to know it’s worth in content and money.
Nigerians should change their orientation; worshipping wealth and position is not the best for us because it encourages corruption. Someone who went to jail for stealing public money should not come out and become hero or king he should be seen as a bad person who has lost his respect and dignity.
Finally on corruption, the ongoing constitution review must be taking serious and it should stipulate a life imprisonment for any corrupt person; might it be in government establishment or private establishment, corruption is corruption once it is established the individual should be sent to life imprisonment.
Government should provide employment for young graduates; Nigeria is blessed with abundant resources that if properly harness unemployment will reduce drastically in the nation. Government should invent on agriculture since the nation is blessed with fertile lands.
Recommendations
1. School guidance and counselor should be made to organize regular career guidance to students and this in turn will make students know the need or importance of science in their trade, or furthering their education. The counselor could help give motivational talks that can improve the perception of learners towards the study of science.
2. Government or private administrators have legal responsibility of paying teachers salary at the end of every month regularly, for this will eliminate the irregularity to classes as a result of sit-down-strike.
3. Parent and guardians should monitor their little ones interest and ability before enrolling into institution of higher learning.
4. Only qualified teachers should be employed to teach science in secondary school were the foundation of science is laid.
5. Science laboratories should be well equipped. This will help the science teachers make their teaching real to students rather than quoting abstract phenomenon.
6. Science education inspector in both state and federal government should pay regular visits to the schools. This will help both the teachers and their students to work harder.
7. Seminars and workshops should be organized occasionally for both science teachers and their students and this will help the teachers upgrade their knowledge of science.
8. Science teachers should give positive reinforcement to students who make efforts in science work. This will make other students put more efforts in learning science
9. Finally is the introduction, approval, sponsoring and effective engagement on field trip, excursion, and industrial attainment programme in Colleges of Education will as well promote self skills, self reliance, and self employment after school.
10. Job opportunities in science subject should be created so as to avoid schools or community employing incompetent teachers who will not give the required knowledge to the students.
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Title Page
The Role of Chemistry Teachers in the Development of Science Education in Nigeria
Dedication
I dedicate this work to the Lord Almighty for his mercies upon my life and for the wisdom granted me in order to make this work a reality.
Acknowledgement
It is with a great pleasure and a deep sense of gratification for me to work under an amiable lecturer Mr. Odo C.O.D, who envisaged a future academic excellence in me, and gave me the immense help, parental care and encouragement and creative guidance which formed the source of my aspiration and inspiration for me in this term paper. I also wish to express our profound gratitude to our able lecturers in the department: Mr. Ugwu O.J (Head Chemistry Department), Mr. Eze C.C, Mr. Ekere M.U and Mr. Ugwuja W.O for their kindness, advice and support towards making our academic work a reality. My thanks also go to my beloved parents and sponsors, and other relatives and friends without whose support in the area of finance, this research would not have been a success. May God bless you all in your endavours. Amen.
Abstract
This work titled The Role of Chemistry Teacher in the Development of Science Education in Nigeria is specifically designed to find out and discuss the various ways science education has been lagging in Nigeria and how chemistry education can help to remedy the situation. In the course of this, some issues were discussed such as the concept of chemistry, chemistry education, science education, objectives of chemistry education, problems facing science education in Nigeria and ways to curtail these problems through chemistry education also the writer gave some recommendation on how the problems facing science education can be checked in Nigeria.
TABLE OF CONTENTS
Title Page ……………………………………………………………………..I
Approval Page ………………………………………………………………..II
Dedication ……………………………………………………………………III
Acknowledgements ………………………………………………………….IV
Abstract ………………………………………………………………………V
Table of Contents…………………………………………………………….VI
CHAPTER ONE
INTRODUCTION…….….….….….….….….….….….….….….….….….
What is Education? ….….….….….….….….….….….….….….….….
CHAPTER TWO
CHEMISTRY EDUCATION AND CHEMISTRY TEACHER….….….
Objectives of NCE Chemistry Curriculum….….….….….….….….
WHO IS A CHEMISTRY TEACHER
CHAPTER THREE
SCIENCE EDUCATION AND ITS CONTRIBUTIONS TO NATIONAL DEVELOPMENT OF NIGERIA….….….….….….….….….….….….….
CHAPTER FOUR
PROBLEM OF SCIENCE EDUCATION DEVELOPMENT IN NIGERIA…
CHAPTER FIVE
THE ROLE OF CHEMISTRY TEACHER IN PROMOTING SCIENCE EDUCATION IN NIGERIA….….….….….….….….….….….….….….
SOME OF THE WAYS CHEMISTRY TEACHERS CAN HELP BOOST SCIENCE EDUCATION IN NIGERIA ARE:…………………………..
CONCLUSION………………………………………………………………
Recommendations……………………………………………………….
References………………………………………………………………..