LACK OF/INADEQUATE PROVISION OF LABORATORY AND LABORATORY MATERIALS, AS A PROBLEM IN THE TEACHING OF SCIENCE EDUCATION

LABORATORY EQUIPMENTS

INTRODUCTION

There have been series of research which concluded that especially in Nigeria, there is a dire lack of science laboratories and laboratory equipments in schools for the teaching of science education (Onawola, 1987; Arokoyo, 1983; Shitu, 1984). This situation is more critical in the rural areas where access to basic education infrastructure is negligible. The relevance of science laboratory and equipments to the teaching of science lies in the fact that these facilitates science practical. Science practical is considered a key in making science learning more effective. Science practical provide contrived experience to science learners and develop science skills, knowledge and understanding of their world. The goals of scientific literacy and a sufficient supply of science and technology graduates from higher education require that elementary, secondary and higher secondary schools offer realistic and inquiry oriented science curricula that engage students and inspire them to continue their studies of science (Chiappetta, & Koballa, 2006). According to Linn (1997), the aims of widely using laboratories in science education are as follows:

§  To get students to comprehend abstract and complex scientific concepts by using concrete materials.

§  To give students problem-solving and analyzing skills by comprehending the nature of science.

§  To develop practical experiences and special talents of students

§  To motivate students with laboratory activities and by this way to develop positive attitude towards scientifically working.

FACTORS NECESSITATING THE USE OF SCIENCE LABORATORY IN THE TEACHING OF SCIENCE EDUCATION

Ø Development of Scientific Knowledge and Skills

Science laboratory facilitates the conducting of practical works in science education which plays a vital role in developing scientific knowledge and enhancing scientific skills, attitude and inquiry based learning. Hofstein and Luneta (2003) defined science practical activities as “learning experiences in which students interact with materials and/or with models to observe and understand the natural world”. Students learn by performing concrete activities, by comparing experimental data to a model, and/or by designing an investigation. Many authors put emphasis on the distinctiveness of the learning experience through practical work. White (1996) have opinion that students learn manual skills like fine movements, precisions & care and the acquisition of specific techniques through science practical work. The practical work is also a tool to teach students how to design and conduct an investigation in order to solve a scientific problem (Hofstein & Lunetta, 2003). 

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