A SURVEY OF THE USE OF IMPROVISED MATERIALS FOR TEACHING MODERN SCIENCE CONCEPT

A SURVEY OF THE USE OF IMPROVISED MATERIALS FOR TEACHING MODERN SCIENCE CONCEPT

CHAPTER ONE

  • INTRODUCTION

Science is coined from greek and latin word scientics “means to know” or knowledge”.

This concept as however being described in so many ways by various authors that owe is left no clear cut defining the term for instant.

To a layman “science is anything that made life more comfortable for him or her organized body of knowledge in the form of theory, concept law, fact etc.

Science is knowledge ascertained by observation and experiment critically tested, systematized and brought under general principle.

It is a product which is knowledge organized along various scientific facts, concepts, theories and laws.

Bajah (1977) defined science as “an attempt by human being to organize their experiences about nature into meaningful system of explanation”.

 

Ogunniyi (1982) also defined science in his own view as “an interconnected series of concept and conceptual schemes that have developed as a result of experimentation and observation, it may also defined as an area of learning that deal with all of the physicochemical aspect of life.

Science is a concept that need to be practice, it a subject that deals with learning by doing. Mohammed (1995) as a science educator, learning experience should be kept active and this should be done through practical work. Learner of science are expected to work with equipment materials, reagent and specimen which enough can encourage the students to involve in many activities in science. These materials otherwise known as apparatus which the student used for the purpose of study and data collection.

Over the year, classrooms in our teacher education system have been characterized by the “chalktalk” syndrome where teachers engage in long narratias and write lengthing notes owe thw chalkboard.

According to Ukege (1996.62) the mode of content delivery is sometimes more in theory than practice as dictation, coping of notes and sale of hand – outs are often observed as the “operational strategies” a problem aborserved by poor equipment/facilities.

This has given rise to boring lessons delivered in colourless and drab presentations. Today in most of our teacher training colleges and colleges of education, students merely sit through lectures as a matter of study. Some of them exhibit bureden in various ways while others simply stay away from classes.

Decrying this intortunate situation, Tella O,ctal (1990) lawent for quite a number of years, Nigerian students have been expoted to the traditional techniques of teaching which are teachers centred. Apart from the fact that the method limits the scope of the knowledge of students it also encourages role learning and it is word of developing initatives in pupils or students commenting on this situation Essier (1975) posits that the teachers education curriculum is either two restrictive or not purposeful enough to awaken the inner resources of our youths. According to him, the curriculum is “little more than a mechanical device for mass production” writing further, he states emphatically that training should be anchored on wholesome rhythms such as stage drama and poetry rather than on mutters that affect only the memory and not the mind (emphasis morely).

  • STATEMENT OF PROBLEMS

Integrated science is considered on important subject in the study of science.

This research work seeks to provide situation to the following problem.

  • Does the use of improvisation wipe away the abstract beliefs of the student?.
  • Does the use of improvised materials contributes to good learning and teaching of science?
  • Is the use of improvised materials advantageous to the learners?
  • Does the use of improvised materials that are not costly to be embarked upon?
  • Do the teacher make use of improvised materials in their teaching always?

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Updated: 28th March 2021 — 8:14 pm