The Implications of ICT and NKS for Science Teaching: Whither Nigeria
Francisca Aladejana
Electronic mail addresses: faladeja@oauife.edu.ng, faladeja@yahoo.com
Institute of Education,
Faculty of Education,
Obafemi Awolowo University,
Ile-Ife, Nigeria
Abstract
In Nigeria, science teaching at the various levels still retains the old conservative approach and if this situation would change, there is the need for a diagnostic study. This paper examines the attitude to the use of information and communication technologies (ICT) and A New Kind of Science (NKS) for learning science among undergraduates from selected universities in Nigeria. It determines the impact of the use of simple computer experiments on the learning of science and also assesses the availability of resources for this new paradigm. Multiple research methods were used including questionnaire, observation, discussion, and interview. The students' attitudes were measured using an adapted established instrument, which was administered on 50 undergraduates purposively selected based on having any basic science as their subject of specialization. Analysis was done using descriptive and inferential statistics.
Findings from the study reveal that the attitude of most of the students to using ICT and NKS for learning science is good and receptive. The use of ICT and NKS for teaching and learning science were said to make learning more meaningful and encourages active student participation. There is very poor availability of resources, and a low level of confidence in handling computers for this type of learning. Based on these findings, appropriate recommendations are made for improving science teaching and learning in Nigeria using ICT and NKS.
https://doi.org/10.25088/ComplexSystems.17.2.113
