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.
