University of Staffordshire
Question
Asked 18 May 2020
1. What are teachers’ perspectives on the enablers and barriers of Western science and technology education?
My interest with the science and technology curriculum dates back more than ten years ago in Nigeria when I began as a fresh biology graduate teacher with the aspiration of literally igniting the classroom. I finally had the license and authority to teach integrated science/biology and management which entrusted me to groom learners to be “great!” scientists. Shortly into the adventure towards greatness, I realised that the process was already pre-determined, and I was expected to tinker with classroom interactions within the boundaries of a western science and technology curriculum which did not recognise and acknowledge the learners’ culture and interaction within their natural environment. The goal was to cover the syllabus- and any thought of introducing new content to relate to learners’ culture and language was frowned upon. There was no room for knowledge for its sake, a teacher was in class to teach and how well one taught was evident through students’ exams. But I wanted to excite the learners, introduce them to new concepts and ideas based on their cultural practices and beliefs, make them think, and yearn to know more.
Soon enough, the parents and guardians came to expect more from schools: they had high expectations that school would transform their children to fit into the western culture. In some cases, they even saw the teacher as a miracle worker of sorts, after all, a teacher could make a child learn. A common assumption was that schooling would shape the children to become successful citizens of the country and the teacher would be the one person to ensure this happened. However, things were not as simple, and practice was indeed different from the western theory and practice covered in university lecture rooms.
It gradually dawned on me that maybe the science and technology curriculum would yield different results if it catered to the unique classroom circumstances that the teacher faced. I had come to expect more from the learners, and by extension, I expected to offer more as a teacher. This conviction inadvertently led me on a journey to try to change the way science and technology instruction was carried out, through research, curriculum development and reform. As a research practitioner, I would question and investigate Nigerian teachers’ perceived challenges of teaching a western science and technology curriculum.
My educational and work experience in Nigeria led to my realisation that policymaking was complicated, and any change to the science and technology curriculum would require extensive decision- making at a national level. It was a humbling realisation to look back and trace my path from a student to a biology teacher and now as a research practitioner. All through, the idea is to contribute towards changing the Nigerian science and technology curriculum and make it better for the learner, the teacher, and ultimately, the country.
I think a lot about how innovation can help Nigerian schools. What are teachers’ perceived challenges of teaching western science and technology curriculum in a country rich in diverse cultural and language heritage? How can new approaches help teachers best serve the unique circumstances they face daily in the classroom? How can the education system best address the needs of a developing economy and propel it to the heights of industrialisation?
It has always been the desire of successive governments in Nigeria to bring about system reforms in line with national and continental aspirations. At the African Union level, member countries have agreed to Agenda 2063, which includes education aspirations to catalyse an education and skills revolution and actively promote science, technology, research, and innovation, with the goal of building knowledge, capabilities, and skills for Africa’s future. This is given impetus by the African Union’s vision of an integrated, peaceful, and prosperous Africa, driven by its own citizens to take up rightful place in their global arena. This requires pursuing a process of change guided by evidence-based decision-making, supportive legislative frameworks, and resource allocation to the actual teaching and learning process in science and technology. Can Nigeria achieve this goal with a western science and technology curriculum?
Most recent answer
While the process is pre-determined, you can make a difference. Changes take time but start with small initiatives, when they are seen to be working they get further up the ladder of acceptance. You could start by writing biology content relevant to Nigeria and monitor the responses of the students. While this would not be used for standardised examinations it would certainly add value to the learning experience of the students and your aspiration to ignite your classroom.
I have had similar experiences and managed the change, initially in my classes and then others followed suit until policies were drafted.
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All Answers (12)
East Tennessee State University
It depends on what conception of "science" was with the curriculums. Even in western societies, it is no a unique perspective on that. I believe that Nigeria could achieve its goal in a wide conception of science. A conception that emphasize the dialogue between western knoledge and local traditions, in search of bridges an commom points to begin to work together.
Periyar University
Lack of technical support, time and training can lead to technical problems and lacking teachers' competence and motivation leads to their perspectives of barriers of western science and technology education
Dhofar University
Good Question
What are teachers’ perspectives on the enablers and barriers of Western science and technology education
Arizona State University
First, there is the need for every African nation, including Nigeria to reconceptualize its curriculum. For Nigeria in particular, this also requires simultaneous examination of root epistemic base of what constitutes meaningful science and technology that will meet the need of her people. Unfortunately, we tend to rely on outward curricula models for many reasons without given a thought to our unique capacities, ways of thinking, and actions to achieve reform.
This sounds too theoretica so I will give you an instance. In my recent study where I compared a U.S-based model of teachers' epistemic beliefs to their Nigerian counterparts. My colleague and I found while there are overlap in teachers from Western & African contexts, Nigeria to be specific, their conceptions of knowledge and knowing is distinctly different. In fact, those of Nigerian teacher candidates are more complex than the existing profile of the West.
It is suffice to say we are undermining our own capacities and opportunities to develop meaningful cultural sensitive curricula in different content disciplines.
There is an ongoing debate on what is worthy of learning as a curricula: content, process, social justice-oriented approach to every curricula or scrap it all to allow everyone do whatever in the one they like? among others. In my view curricula reform need to be systemic and commitment to action, therefore, becomes essential. With the kind of leaders we have now in Nigeria who qare subservient to Western curricula ideologies? Well, achieving the required resform is no joke!
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King Saud University
In some countries the lack of facilities and laboratories are among the barriers. Also, the emphasis on theory with little emphasis on practical applications and deep learning is a second barrier.
University of Staffordshire
While the process is pre-determined, you can make a difference. Changes take time but start with small initiatives, when they are seen to be working they get further up the ladder of acceptance. You could start by writing biology content relevant to Nigeria and monitor the responses of the students. While this would not be used for standardised examinations it would certainly add value to the learning experience of the students and your aspiration to ignite your classroom.
I have had similar experiences and managed the change, initially in my classes and then others followed suit until policies were drafted.
1 Recommendation
