Introduction
Education, simply stating, is a process, an activity or experience, which brings about the required
Changes in the behavior of the learner. In other words, while it could be true that one could be learned
Without being educated, one cannot be said to be educated who has learned nothing. Learning that does not
Culminate in a change in behavior, is considered worthless and cannot produce an educated man.
On the other hand, science is a body of knowledge about nature and natural events that have been
Systematically and objectively acquired and made subject to further scientific probing. Science Education,
therefore, is concerned with the changes in learners1
behavior as a result of exposure to the knowledge and
Principles of nature and natural events. It focuses on developing scientific literacy in the citizenry as well as
developing in individuals scientific knowledge and skills that can be directly or indirectly utilized for the
Development of the society. In this conception, science education is recognized as a discipline, a field of study.
The second conception of science education comprises all subjects in the faculty of science as well as
Science education, in This paper, incorporates the two conceptions. The focus of this paper is to discuss the role
Of science education in nation building. The paper also addresses curriculum issues, quality of science teachers
And materials as they affect nation building.
Role Of Science Education In Nation Building
The term 'Nation Building' suggests that a nation is undergoing development stages. It is indeed,
under construction. The crucial areas of development include economic, agricultural, industrial and
Technological, health, human and mineral resources, politics and education. Of all these, education holds the key
To national development.
As stated in the National Policy on Education, the Federal Government of Nigeria
Has adopted education as an instrument par excellence for effecting national development. The five main
national objectives of Nigeria, as stated in the Second National Development Plan and endorsed as the
necessary foundation for the National Policy on Education are the building of: (i) A free and
democratic society; (ii) A just and egalitarian society; (iii) A united, strong and self-reliant
nation; (iv) A land of bright and full of opportunities for all citizens and; (v) A great and dynamic
Economy.
These national objectives indicate the desired directions for nation building. Considering these, science
Education has a crucial role. Deng (1997) considers Science Education as: A gate-way to industrial
Development, a fulcrum on which technological development pivots. The national socio-economic, political and
Industrial development hinges on the scientific status of the nation.
Implications Of The Link Between Science Education And Nation Building
Discovering the role of Science Education in nation building has certain implications to:
a. Curriculum development,
b. Provision of teaching material and infrastructural facilities.
c. Teachers training and methods of instruction.
(a) Curriculum Implications
(i) Setting goals and objectives for science education; (ii) Determination of matter
Content; Assessment of learning outcomes; and Production of learning materials. STAN has published many
Textbooks, position papers and journals on various issues and levels of Science and Mathematics Education.
Other bodies that have made significant impact on science curriculum development include West
African Examinations Council (WAEC), established in 1953: the Comparative Education Study and
Adaptation Center established in 1968; Nigerian Educational Research Council (NERC):
Established in 1971; the Nigerian Educational Research and Development Council, formed in
1,988 by merging and.
In spite of the various attempts made to improve the quality of Science Education to bear upon national
Development, nine (9) years after Along remarks, African Development Bank Groups (1991) carried out a
Study as quoted by Onwioduokit and Fut (2000) to discover that curriculum and instruction in African schools
(including Nigeria) still reflect a good deal of colonial orientation. It is therefore pertinent to observe that: (i)
Though much work has been done in the area of Science Curriculum development, much
More work is still yet to be done. There has not been a breakthrough yet. (ii) The immediate
The Environment of the Nigerian child is still not fully captured and integrated into
The curriculum.
(iii) The rigidity of examination syllabus and questions have not allowed for adequate reflection on the
Local environment.
The various curriculum reforms in Science have only been done at the primary and secondary levels.
Institutions of higher learning will need to work on and re-design their programs in order to produce
The needed man power in Science and Technology required for nation building.
(b) Teaching Materials And Infrastructural Facilities
(i) Sufficient materials and infrastructure! Facilities should be provided in schools at all levels, (ii)
The current move to introduced Universal Basic Education should fully incorporate
The provision of laboratories and science equipment in primary and secondary schools, (iii)
Practical work should be made to take into consideration the societal, industrial and
Technological needs of the nation.
(c) Teachers Training And Teaching Methods
(i) Develop and mount
Teaching course contents that truly reflect what the students will be
Teaching after graduation. This could either be incorporated into Science method
Classes or
Made a course in itself and is without prejudice to their courses in our Faculty of
Science, (ii) Micro teaching facilities (which is absent in most Facilities
Of Education in Nigeria
Universities) should be acquired and used in the training of science student teachers.
There has to be a good balance between the knowledge of the study matter and the
Method of disseminating the knowledge.
Conclusion
Education is seen as a bedrock of national development. Industrial and
Technological development of a nation therefore pivot around Science Education. It therefore
Implies that the quality of education provided in science to the citizenry will determine the
Quality of such development. This paper discussed the curriculum implications of Science
Education Program that is expected to enhance nation building. It is the view of the author
That the science curriculum at all levels of education be tailored to adequately reflect local
Environment and needs. Teaching materials and infrastructural facilities should be provided as
Well as proper training of science teachers, carried out.
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