The role of negotiation in a constructivist-oriented Hands-On and Minds-On science laboratory classroom

Constructivist classroom environments are characterized by student engagement in science processes and manipulating experimental materials with experiential teaching of specific science concepts. Constructivist classrooms are where teachers build models of students' science knowledge, students participate actively in determining the viability of their own constructions, learning is interactive, cooperative and collaborative. The philosophical, psychological and pedagogical models for science teaching within the paradigm of constructivism are congruent with encouraging both "hands-on" and "minds-on" approaches in science laboratories with respect to a number of issues which include: preparation, pacing, need for attention, negotiation of social norms and negotiation of meanings. Arising out of the constructivist epistemology, therefore, is the need to use negotiated learning pedagogy in a constructivist-oriented science classroom. Given the socially active nature of science laboratory classes characterized by the need to exchange information, the use of negotiated learning pedagogy is even more compelling. If negotiation is to become an integral part of science teaching, teachers need to know what it means and how to identify and classify types of negotiation which go on in their classes. At the moment, the literature indicates a void in this area which needs to be filled as science educators aspire to appropriate use of constructivist pedagogy for meaningful teaching and learning of science. This study therefore investigated the sorts of teacher/student negotiation which can occur in a school science laboratory and attempted to find out if the types of negotiation identified could be grouped meaningfully. Using a case study approach which utilized a participant observation technique, seven groupings of negotiation were identified from several learning events within science practical classes of a selected teacher. The implications of the results together with the difficulties associated with structuring a constructivist science class to accommodate negotiation as a significant part of science teaching strategies are discussed

Perception of Appropriateness of Nigeria’s Computer Science Students’ Curriculum in Providing Technical Skills and Knowledge for the Labour Market

This study examined the perception of students on the contents of the computer programme’s curriculum, describing the extent to which they perceived the course content to be up-to-date, industry relevant and adequate. Also, the determining factors for choosing Computer Science as a discipline among the students were examined. The study further investigated the relationship between their perception of the curriculum and how the curriculum has been able to build their technical skills. Two hundred and eighty-three final year students responded to a survey from four selected universities in South west, Nigeria. Spearman Rank correlation shows a significant relationship between student’s perception of their course curriculum and technical skills acquired. Also, students reported reputation and personal interest as the most rated factor that influenced the choice of their course of study while social activities and advice were the least ranked factors that influenced their choice of the discipline. This study concludes that the curriculum is relevant to the technical skills requirement of the students and the industries. The paper recommends an inclusive-based approach to curriculum design and development to guarantee industry uptake after graduation

An evaluation of the Nigerian Integrated Science Project (NISP)

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The role of negotiation in a constructivist-oriented hands-on and minds-on science laboratory classroom

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Evaluation of the Job Satisfaction of Hospital Pharmacists in Osun State, Nigeria

Background: Hospital pharmacists play a crucial role in achieving favourable patient outcomes, there are however limited studies about their job satisfaction in Nigeria.Objectives: The study aimed at evaluating the job satisfaction of hospital pharmacists, factors influencing it and also sought to assess the views of policy-makers regarding the satisfaction of hospital pharmacists in Osun State, Nigeria.Methods: The study was a cross-sectional survey of 91 out of 110 practicing pharmacists in secondary and tertiary hospitals in Osun State of Nigeria. Data were collected with two sets of pre-tested questionnaire, one for the hospital pharmacists and another for policy-makers. Descriptive statistics including frequencies, percentages and weighted averages were used to summarize the data while Exact Binomial Test was used to test for relationships at 5% level of significance. Results: The factors influencing job satisfaction were found to include age of the pharmacists (ꭓ2 = 193.287, p = .000), job relevance in the hospital (Weighted Average (WA) = 4.43) and status job confers (WA = 3.95). It also showed that adequate remuneration (WA = 2.43), advancement opportunities (WA = 2.87) and time for personal life (WA = 2.88) influenced their job satisfaction. Policy-makers agreed (WA = 3.52) with the respondents that work environment favoured employee satisfaction.Conclusions: The hospital pharmacists were satisfied with their jobs. Certain aspects of the job like remuneration, advancement opportunities, time for personal life will need improvement to further increase their job satisfaction

Effect of different feed forms with or without Oyster mushroom inclusion (Pleurotus ostreatus) on egg production and egg quality of egg-type chicken

This study investigated the effect of different feed forms with or without oyster mushroom inclusion (Pleurotus ostreatus) on egg production and egg quality of egg-type chicken. One hundred and sixty 16-week old pullets were purchased and acclimatized for 2 weeks. Afterwards, the birds were distributed on the basis of feed forms (mash and pellet) and oyster mushroom inclusion (with or without) into 4 treatments consisting of 40 birds per treatment. Each treatment was sub-divided into 5 replicates of 8 birds per replicate. External and internal egg qualities were investigated in three phases; early-lay (20-27 weeks of age), mid-lay (28-35 weeks of age) and late-lay (36-43 weeks of age). Data obtained were arranged in a 2 × 2 factorial arrangement in a Completely Randomized Design. Result showed Total Egg Production (TEP) and Hen Day Egg Production (HDEP) were significantly (p<0.05) higher in birds fed pellet feed and lowest in birds fed mash feed during early and mid-lay phases. However, birds fed diets with oyster mushroom inclusion recorded significantly (p<0.05) lower TEP and HDEP (161.30 eggs and 36.00%, respectively) during the early-lay phase. Yolk colour score at mid-lay was significantly (p<0.05) higher (5.80) in birds fed pellet feed than 4.30 in birds fed mash feed. Shell thickness was significantly (p<0.05) higher (0.84 mm) in birds fed pellet feed than 0.66 mm in birds fed mash feed. Therefore, optimal egg production with darker yolk colour can be achieved at the mid-lay phase via feeding laying birds with pellet feed with oyster mushroom

Village elders' and secondary school students' explanations of natural phenomena in Papua New Guinea

This research investigated the sources of explanations and understanding of natural phenomena in terms of the students' cultural and school science experiences. The first phase involved interviews with eight village elders that probed their explanations and understanding of natural phenomena. The second phase involved the design, development and administration of two questionnaires on natural phenomena to 179 students in a rural boarding high school in Papua New Guinea (PNG). Most village elders gave explanations of many of the phenomena in terms of spirits, spells, magic; religion; and personal experiences. Most school-aged students choose scientific explanations of natural phenomena in terms of what they had learned in school or from personal experiences. However, many choose explanations of the same phenomena about spirits, spells and magic that came from the village, family or home. The study revealed that students' ideas about natural phenomena are strongly governed and controlled by their school science knowledge in the school setting. It is likely that their own traditional knowledge cannot be identified in a school setting but that questionnaires in the students' local language be given to students in their villages (as opposed to school). In addition, so as not to diminish the value of this traditional knowledge, science education programs are needed that are able to consider and harmonise traditional knowledge with school scienc