Humanistic Approach to the Teaching and Learning of Science and Technology in Nigerian Educational Institutions. an Overview a

Topics: Science, Education, Technology Pages: 6 (1808 words) Published: September 10, 2012
Topic; Humanistic approach to the teaching and learning of science and technology in Nigerian Educational Institutions. An Overview

Author; Raymond Ozobu O: Applied sciences Department; Federal school Dental Technology And Therapy Enugu

Phone; 08035024269


Efforts have been made in this paper to present the humanistic approach to the teaching of science and technology in the Nigerian secondary schools. The paper discusses why the teachers of science do not put into consideration, The learner as the pivot upon which education should be centered. It also discussed the process where teachers of science teach for the purpose of passing exams rather than directing their teaching to the modalities, which will develop in the learner necessary skills for life. Based on this recommendations were made.

Science and technology recently have occupied the greatest discourse in the academic world. This is because the since the incept of the scientific revolution of the eighteenth century, the world order has been greatly rearranged. Every aspect of man’s environment has been taken over by technological devices, The home, the work place, leisure and even his thought process (Ali,2006).

Man is now so dependent on the technological products that he is increasingly finding it difficult to separate himself from their influences. This is one challenge which has for some time dominated man’s combatant prowess. The more man tries to reduce his dependence on the use of technological products, the more he is drawn to their use because almost everything now is technologically driven (Aniodoh, 2001). From the above the available option is for individuals existing within a nation to aggressively pursue scientific and technological inventions, in order to make it reachable and culturally permissible for all individuals in a society.

Many people have come to realize that science can be applied to solve many of the problems facing the world. However, the pride of science as an enjoyable, creative and humanizing enterprise laden with discoveries and many things yet to be discovered seems far from being perceived in Africa and the entire third world due to apathy and cultural alienation to science and technology.

The content of science taught in Nigeria Schools according to Ogwuazor, (1992) and Nworgu, (2006) seems to be devoid of local environmental input and content. The “successful” products of science education according to them do not generally seem to be well equipped in order to solve the problems staring the society in the face. To become proactive positively in the pursuit of this popularization of cultural oriented science, there is need for improvement of science education in our schools to create a scientifically literate citizenry. It is also probable that we can improve upon the degree of relevance of science education in Nigeria by taking a bold step to introduce the humanistic approach into the teaching of science and technology in our secondary schools.

Science and technology are the foundation for the present idustrial development in the world ( Ada, Banke and Kembe, 2002). Science teaching aims to assist the learner in developing scientific skills, attitudes and knowledge about nature. Technology aims at assisting human civilization in their effective use of natural resources for their well-being through the application of appropriate techniques (Ogwuazor,1992). Both science and technology provide individuals with the necessary attitudes and attributes that will help solve problem of the society.

Humanistic approach to the teaching of science and technology The efforts so far made to teach science in a way that benefits the individuals and society seems to yield little or no results. Human beings are the main participants in teaching and learning process. Therefore to relate science teaching with societal and individual needs is to introduce the...

References: Ali A.A. (2006) The Teaching of School Science, methods and problems; Annual publication of Science education students U.N.N.
Ali A.A. (1998) Strategic Issues and Trends In Science Education In Africa; Cape international Publishers ;onitsha.
Ali, A.A (1983): Attitude of Nigerian secondary students toward school and their achievement in science journal of the Nigerian education research association 3 (1): 1-17.
Alonge, E.I. (1982). The Relevance of Traditional in Modern Education: A Quest for Relevant Science Education in Africa. Journal of Science Teacher Association of Nigeria. 21, 1, 34-43.
Ango, M.L (1982). Making Science Enjoyable, Interesting and Fun to the Primary Child; Journal of the Science Teachers Association of Nigeria, 21 1, 21-33.
Aniodoh H.C.O. (2001) Science technology and Society; Hacofam pub. Enugu
Biehiler, R.F. (1976). Psychology Applied to Teaching. London: Houghton Miffin Company, Boston.
Bybee, R.W. (1971). Earth Science with a focus on the child’s environment. Science for Children, 9.
Ogwazor k.E. (1992) Introducing The Humann Angle Into The Teaching of Science And Technology In Schools; journal of the Science teachers Association of Nigeria(STAN) 27 (2)
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