The status and quality of secondary science teaching and learning in Lagos State, Nigeria

This study investigated and described the status and quality of secondary science teaching and learning in Lagos State, Nigeria. Quantitative and qualitative methods were used for gathering research data. Quantitative data were obtained from the surveys of 78 junior secondary science teachers and 500 junior secondary students from three Local Education Districts of Lagos State. Qualitative data on the other hand, were gathered from analysis of national and state curriculum documents and from focus groups of science teachers, school principals, parent association representatives, education officers, teacher educators, representatives of the professional association for science teachers and representatives of examination bodies in Lagos State, Nigeria. Other key stakeholders including scientists in a government establishment and those working in industry were also interviewed

Nigerian Science Teachers’ Perceptions of Effective Science Teaching and their Classroom Teaching Practices in Junior Secondary Schools in Lagos State, Nigeria

This study explores science teachers’ perceptions of effective science teaching and their classroom teaching practices. The study was carried out from a population of junior secondary schools in Lagos State, Nigeria. A purposive sample of 78 basic science teachers selected from 61 junior secondary schools from three Education Districts of the state was used for the study. A research instrument tagged effective teaching characteristics questionnaire (ETCQ) was used to elicit information from the teachers. The questionnaire has a test-retest reliability coefficient of 0.83. Data collected were analyzed using frequency counts and simple percentage. The findings indicated that the science curriculum used in schools was overloaded with content to be memorized by learners for examination purposes and that most science teachers engaged students mostly in explanation and demonstration, whole class discussion and note copying. The findings further showed that effective science teaching is characterized by student-centered activities associated with students being attentive, reading notes, doing homework, asking and responding to questions and engaging in regular hands-on practical inquiry-based activity and carrying out their own observations among others. Finally, recommendations for improving science teaching for junior secondary schools in Lagos State were proffered. Keywords: Effective teaching, teacher-centered, perceptions, practical work, teaching resource

A Discourse on the Essentials of Transformative Science Teacher Professionalism and Scientific Literacy in the Challenges of Global Economic Crisis

The economic development of a nation is correlated with the scientific and educational development (EL-Khawas, DePietro-Jurand, & Holm-Nielsen, 1998), thus the yearnings and concerns for developing new ways of science teaching and learning, and to further improve the experiences in science teachers professional development. This study emphasised on how the characteristics of transformative science teacher professionalism can support science teacher professional development and develop scientific literacy, such that science teachers’ professional transformation could provide skills, behaviours and attitudes which are essential for social development and economic growth. Data in the study revealed that science teachers have negative experiences of the characteristics provided in the Scientific Literacy and Transformative Science Teacher Professionalism Questionnaire (SLTSTPQ). The findings in the study provide insight into how science teachers’ professional learning and professionalism could make them become creative and innovative pedagogues for the benefit of the society and for dispersing ‘best practices’ in science teaching profession to overcome the global economic crisis. This article concluded with a number of recommendations on national re-orientation and re-birth, and for reclaiming our national pride through scientific literacy with the development of transformative science teaching profession