DOI 10.5958/2230-7311.2015.00005.7
Resource Utilization for Teaching Basic Science in Nigeria:
Implications for Curriculum Innovation and Change
Jacinta A. Opara
Center for Environmental Education, Universidad Azteca, Chalco-Mexico
ABSTRACT
The role of resources in teaching and learning process in schools cannot be emphasized. As a developing country, Nigeria is
striving to improve its education system for the knowledge era. Resource utilization, curriculum innovation and professional
development courses are integral to improve educational practices as they empower teachers with knowledge and skills required
for integrating education and society. Such moves and actions need to be guided with research. The education practices in Nigeria
need to be sound and grounded. This paper is concerned with the importance of the use of resources for effective understanding of
school science with special reference to biology. It identified necessary resources, constraints and how to select and use resources
for effective teaching and learning of biology. The selection and utilization of any resources depends on the specific features of a
particular topic. Therefore, different sets of resources and strategies are needed to teach different topics.
Keywords : Science, Curriculum, Resources, Utilization, Teaching, Learning, Nigeria
In spite of the importance of science in national development,
credit level (grade 1-6) and above in Biology, Chemistry, and
students’ performance in science subjects is not encouraging.
Physics averaged 26%, 34.92% and 22.61% while 53.13%,
West African Examination Council (WAEC,2010) revealed that
43.79% and 45.49% respectively failed.
achievement of students in biology, chemistry and physics in
Biology as a curriculum subject, had witnessed a high level
May/ June examinations has been on the decline. Of the total
enrolment than any other science subjects in the final year
number of students who sat for the examination in the year
external examinations (James and Awodi, 1997).Conversely,
under review, the total percentage of candidates who attained
there has not been a corresponding increase in students’
performance in the examinations. The poor performance
Access this article online
of students in biology has been attributed to poor teaching
Publisher
Website:
methods in the form of excessive talking, coping of notes
http://www.ndpublisher.in
and rote learning of text book materials adopted by science
teachers (Opara,2014A)..
DOI:
------
These students are exposed to expository than inquiry
methods of biology which does not predispose students to
Address for correspondence
Jacinta A. Opara, Center for Environmental Education, Universidad Azteca, Chalco-Mexico
E-mail: jaopara@yahoo.com
Submission: 03 January, 2015
Accepted : 15 February, 2015
Acceptance: 11 March, 2015