One of the goals of Education in Nigeria is the acquisition of appropriate skills, the development ofmental, physical and social abilities and competencies as equipment for individual to live in andcontribute to the development of the society (Federal Government of Nigeria, 2004). The realization ofthis goal can be impeded by non-availability of science equipment that can ensure effective teachingand learning. Many authors have, however, reported the issue of inadequacy of science equipment ineducational institutions in Nigeria. (Ogunleye, 2007 in Ugwu, 2008; Ogunmade et al 2006; Nwagbo,2008; Bajah, 1982; Osobonye, 2002). It has also been reported that the non-availability of scienceequipment in educational institutions serve as barrier to effective science teaching (Adeyemi, 1990;2007), which confirms the persistent poor performance of students in science in educational institutionsin Nigeria over the years. The situation is attributed to various factors, prominent among them being theissue of inadequate science equipment. The issue of inadequate funding of the education sector isalso a contributing factor to the inadequacy of science equipment in educational institutions. Over theyears, financial allocation to the education sector has been inadequate for the needs of the sector thusmaking it impossible to procure adequate equipment for teaching and learning.
This paper sought to examine the prospect of fostering creativity and critical thinking in 21st century classroom. In achieving this, 4 concepts and 1 theory were reviewed to seek how relevant creativity and critical thinking is to students in our modern 21stcentury world that we live in. This paper showed that creativity and critical thinking are essential ingredients that defines much credibility in individuals in the society. It was then concluded that creative and critical thinking are pivotal to students’ success in the 21st century society and otherwise. It was recommended that teachers should endeavor to engage students to initiate their creative and critical thinking ability at almost all endeavours of instructional activity, also that curriculum planners should endeavor to device an instructional pattern that favours the utilization of creative and critical thinking prospects.
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