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The author is of the opinion that the Bloom taxonomy of educational objectives particularly the six cognitive levels should reflect the levels of cognitive development and thinking of students. This thinking pattern would no doubt, reflect the student's environment and his genetic composition. In the light of this, Bloom's cognitive levels should not be generalised and it would be better if the six levels are collapsed into low, Medium and high cognitive process.

The paper investigated the impact of problem-solving instructional strategy on the performances of students of different ability levels in Chemistry. The performances of students in the high, medium and low ability levels in a problem-solving task were compared after exposing them to teacher-directed problem-solving instruction. It was detected that there was no significant difference (P>0.05) in the performance of students in the different ability levels after the treatment. Method of instruction was found to influence academic achievement of low achievers as found out by Long (1981) and Kempa and Dupe (1974) and that problem solving in science depends on student's cognitive ability level (Salami, 2000). The need for good instructional strategy like problem-solving technique was advocated for teachers of science. This would go a long way in improving problem-solving skills of students no matter their ability level.

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Innovative researches and findings of science educators and scholars on the effectiveness of ethno science based instructional model and approach remains unproductive in the field of chemistry education because of the continuous ignorance and neglect of ethno scientific practices by chemistry instructors. This neglect which could possibly be as a result of a lack or, inadequate awareness has stalled moves for contextualized system of chemistry education for more meaningful learning and effective teaching. In view of this, this study sought to ascertain secondary school chemistry teachers' level of awareness of ethno science practices and the predictive value of teacher variables and school location. The study adopted descriptive survey research design. Data were collected from a sample of 150 chemistry teachers drawn from rural and urban secondary