Africanizing Science Education

Abstract

The development of Science and Technology has been positively associated with every nation's economic well-being and quality of life. Even though the importance of science in people's daily lives may not be readily noticeable, people engage in many science related activities and experiences, most of which enable them to make science-related decisions and choices every day. This implies that science education will continue to shape humanity, the environment, quality of life, sustainability of the planet, and peaceful coexistence. Effective participation in the scientifically and technologically driven world of the 21st Century implies a science education that produces scientifically literate citizens. This chapter provides justification for rethinking the way science education should be done in Africa generally, and Nigeria, in specific. Recommendations were made for the use of context-based science instruction as an effective way to Africanize science instruction.

Context-based teaching and learning practices in upper primary science classrooms in East Gojjam administrative Zone, Ethiopia

“…In today's global education system, science education is expected to become more meaningful, relevant, and inspiring for students when concepts are taught in the context of the real world (Gilbert, 2006;Vogelzang et al, 2019). However, in many countries, the traditional, decontextualized approaches to teaching and learning still persist in the science classrooms (Asabere-Ameyaw et al, 2012;King, 2016;Msimanga & Shizha, 2014;Osisioma, 2017). Memorizing conceptual knowledge, applying concepts to routine problems, presenting contexts as secondary to concepts, and using practical work to explain principles and procedures are all examples of such traditional pedagogical approaches (Tytler, 2007).…”