International Journal of Educational Research Vol. 12, No. 1,

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1 Basic Science and Technology Teacher Capacity Development: Beyond Pedagogy Okorie, E.U. Department of Science Education University of Nigeria, Nsukka Abstract: This paper reports a classroom-based action research which shows that most (71%) teachers of Basic Science and Technology at the primary and junior secondary schools in Nigeria hold views that are at variance with the scientific explanation of the phenomenon of day and night. The author asserts that the teachers inability to apply scientific methods in dealing with issues, such as the phenomenon of day and night, constitutes a major challenge and threat to the realization of the objectives of the current Basic Science and Technology curriculum in Nigeria. The paper calls for the retraining of the teachers, especially in the content area of the curriculum. Keywords: Basic Science, Capacity, Content, Curriculum, Development Introduction The 21 st century world is driven by science and technology. Okebukola (2005) describes science and technology as the engine for national growth and development. It is therefore understandable that nations across the globe place emphasis on science education. Holbrook (2011) sees science education as education through science while Ogunniyi (1982) describes science education as education in science. Simply put, science education is a field of study that concerns itself with the production and promotion of scientifically literate society in which the citizens should be able to apply basic science principles in dealing with real world issues and concerns. To produce and promote a scientifically literate society, the role of science teachers and scientists become very crucial and requires synergy and very close cooperation between these groups of professionals. While the scientists work leads to the creation of new scientific materials in form of scientific knowledge, language and skills, that of the teacher involves devising ways and means of, and successfully transmitting scientific materials to learners,with focus towards their application in dealing with contemporary real-world issues and concerns. This in essence implies popularization of science (Okorie,2011).In a school setting, science teachers are the bridge between the professional scientists and the learners of science (Olarewaju, 1984). Each society needs competent science teachers in its educational system, especially at the primary school level where there is need to lay a strong foundation that will enable the young learners study, enjoy and grow up to become life-long learners of science. For this reasons, regular retraining of teachers has become a common feature of present-day educational systems of most countries. This is necessary in order to ensure high standard, which often is emphasised in the national educational policy. For instance, in Nigeria s National Policy on Education, Section 8 (B), articles 70 (a), (b); 74; 75 and 79 of the document deal with the need to have high quality teachers in the educational system, since no educational system can rise above the quality of its teachers (Federal Republic of Nigeria (FGN), 2004). It is for this reason that the federal government, through the Federal Republic of Nigeria (FGN)-Universal Basic Education (UBE),

2 FGN-UBE 2010 Teacher Development Programme, organised retraining workshops for teachers of Basic Science and technology in primary schools. Between 2 nd and 6 th May, 2011 a workshop was held in Enugu state at the Girls Grammar School, Awkunawnaw in the state capital that was geared towards effective implementation of the basic science and technology curriculum in Nigerian primary schools. The FGN Teacher Development Programme recognises that proper implementation of the Universal Basic Education (UBE) curriculum depends on the quality of the teachers, and hence the need to constantly update their knowledge through various workshops which have become annual events. For the Basic Science and Technology workshops, the NTI-TESSA Integrated Manual for the Retraining of Teachers served as a major tool for the retraining programme. The manual was developed by the National Teachers Institute (NTI) in collaboration with the Teacher Education in Sub-Saharan Africa (TESSA) Programme, based on the Basic Science and Technology curriculum for primary education. The manual suggests pedagogic approach for quality delivery of basic science and technology curriculum content. The basic assumption of the developer of the manual was that teachers, who would undergo the teacher retraining programme for which the manual was developed, were competent in terms of their knowledge and mastery of the content area of the curriculum; and that what they needed was updating in their method of teaching, especially with regard to the use of modern multimedia ICT tools in lesson delivery. Retraining of teachers in the content area of the curriculum is often neglected, or relegated to the background. The reasons for this, apart from the basic assumption that the teachers would have been well grounded in the content area, have been attributed to budgetary constraints by sponsoring agencies and bodies responsible for financing the retraining programme ( The content of the Basic science and Technology curriculum, for the 9-year basic education programme in Nigeria, compares in every respect with other science and technology curricula at that level in other parts of the world, and all of them are geared towards scientific literacy for all in line with the goal of science education across the globe in the 21 st century (Okorie, 2010). The implication is that what is taught to Nigerian children must be current, and should meet globally acceptable standard. The teacher in the Nigerian educational system must therefore be current, knowledgeable academically competent and able to effectively deliver instructions on the concepts and contents of the curriculum. This underscores the need for retraining those who teach basic science and technology in the primary schools, and this should be considered a most urgent need that deserves the attention of all stakeholders in the Nigerian educational system. Changes in scientific theories and the advent of new technologies to facilitate classroom teaching of basic science and technology concepts make it imperative that teachers, especially those who obtained their teaching qualifications several years back, should undergo in-service training or Continuous Professional Development (CPD) on regular bases. It is necessary for teachers to keep abreast of the latest developments in their professional area. Many teachers who got their teaching qualifications several years ago might still hold the view that things believed yesteryear are applicable today. Indeed, Harlen and Holroud (1997), and Summers and Kruger (1994) show that many teachers hold views that are at variance with that of science. It can be a terrible source of embarrassment to the educational system and to a teacher in particular,

3 who is not current in the content area of the science curriculum, to be corrected by a student who has the latest information on a subject, thanks to the Internet and other sources of information. The planners of the 9-year Basic Education Curriculum in Nigeria, the Nigerian Educational Research and Development Council (NERDC), recommended a systematic implementation of the programme to allow for among others, teacher capacity development (NERDC, 2008). At the commencement of the Universal Basic Education programme there were not enough qualified Basic Science and Technology teachers to drive the system. Even as of today, there is a dearth of qualified Basic Science and Technology specialist teachers in the system. It is also for the reason of ensuring that enough and the right calibre of Basic Science and Technology teachers are in the system that universities and institutes of education, through their sandwich programmes, provide in-service teacher training or Continuous Professional Development (CPD) on regular basis. Problem Most of the teachers who teach Basic Science and Technology in the primary and junior secondary schools specialised in one area of science, which makes it difficult for them to handle effectively and efficiently other science and technology curriculum content areas, which do not have direct bearing on their area of specialisation. This makes it inevitable for most teachers in this category to undergo additional and regular training not in pedagogy but in the curriculum content that is neglected in the present Teacher Retraining Programme. Research Questions 1. What percentage of primary school teachers views are at variance with the scientific notion and explanation of the role of the sun in the phenomenon of day and night? 2. What percentage of teachers of Basic Science and Technology in Primary schools understand and can apply correctly scientific tool in explaining the role of the sun in the phenomenon of day and night? Purpose of the Study The purpose is to appraise the level of competence of primary school teachers in using the knowledge of scientific method to explain the role of the sun in explaining the phenomenon of day and night; in order to establish if there is need for inclusion of curriculum updating for the retraining of primary school teachers. Specifically, the study aimed at finding out how well: primary school teachers understand the phenomenon of day and night; and if they could apply the tools of scientific method in explaining the phenomenon to their pupils. Significance of the Study There is need to lay a strong foundation at the primary school level, that will enable young learners to study,enjoy and grow up to become life-long learners of science. It is important that teachers who are expected to lay such foundation are not only competent in pedagogy but also current and knowledgeable in the content of the curriculum, which they implement.

4 This study is important because its result will be useful to primary school teachers, in improving their competency level in classroom teaching; and also to science teacher educators in redesigning and implementing relevant training and retraining programmes, to ensure that science and technology teachers are competent and current both in pedagogy and content, to the benefit of all stakeholders in the educational system. This way, children will be availed the opportunity to benefit from an improved educational system that maintains globally acceptable standard, and so produces graduates who are globally relevant in the 21 st century. Research Method Design of the study A descriptive survey method in which a group of few primary school teachers considered to be representative of the entire Nigerian primary school teachers is used in this action research. Nworgu (2006) asserts that a descriptive survey aims at collecting data on, and describing in a systematic manner, the characteristics, features or facts about a given population. The present study falls into this category in which, usually hypothesis are not tested since descriptive surveys are concerned with a description of events as they are (p 77). Population and sample Two groups of Nigerian primary school teachers totaling 96 constituted the subject for this study. The first group made up of sixty-two primary school teachers attended the 2010 FGN-UBE Teacher Retraining programme at Girls Grammar School, Awkunawnaw between 2 nd and 6 th May, The second group made up of thirty-four primary school teachers, were undergoing the first year of 5-year B.Ed (Integrated Science) sandwich programme of the University of Nigeria, Nsukka during the 2010/2011 contact session. Teachers in this group came from the following different states in Nigeria: Delta, Ebonyi, Enugu, Kogi, Ogun and the Federal Capital Territory (FCT), Abuja. The sample consisted of all the 34 primary school teachers mentioned above who came from the Nigerian Federal capital territory (FCT) Abuja, and 5 states of the 36 states of Nigeria namely Delta, Ebonyi, Enugu, Kogi, Ogun. The five states and FCT are spread within 4 of the 6 geo-political regions of Nigeria. Primary school teachers drawn from these states are considered a fair representative of primary school teachers within the geo-political spread or regions of Nigeria. Instrument The instrument used in this study is Science Concept Knowledge Test for Teachers (SCKTT). The rationale for the choice of instrument was based on the level of knowledge and competence of the teachers in using scientific method in explaining aspects of the curriculum content on the role of the sun in the natural phenomenon of day and night. To develop this instrument, the first group of subject received a lecture on scientific methods at the end of which they were asked to employ the tools of scientific method in explaining the phenomenon of day and night, especially with regard to the role of the sun in the phenomenon. A collation and summary of the responses (statements) of the 62 teachers on the phenomenon were made. It is assumed in this study that the primary school teachers responses

5 express how knowledgeable they are about the subject or the stages through which their individual understanding of the topic develops. The responses (statements) from the teachers, which express their views or notion, were used to develop Science Concept Knowledge Test for Teachers (SCKTT). The test was administered to the second group of subject after they had received the same lecture on scientific method. (The Science Concept Knowledge Test for Teachers (SCKTT) is available from the author on request). Data Analysis Frequencies and percentages were used in data analysis to record their responses. Result and Discussions The results are presented in accordance with the research questions shown below. Results in Table I show that all the teachers views are at variance with the scientific understanding and explanation of the role of the sun in the phenomenon of day and night as reflected in numbers 1, 2, 3, 5, 6 and 7. On the other hand, some were not at variance with scientific notion and explanation of the role of the sun in the phenomenon of day and night as seen from their views in number 4, 9 and 10. However, only 10 out of the 34 teachers perfectly understand the explanation of the role of the sun in the phenomenon of day and night as seen in Table 1. Table 1: A Descriptive Analysis of teachers views on understanding the role of the sun in the phenomenon of day and night (n=34 S/N Statements on understanding the role of the sun in the phenomenon of day and night Views of at variance with scientific notion teachers Views of teachers not at variance with scientific notion F % F % 1 The sun rises in the east The sun moves from the lower part of the earth to the upper part of the earth. 3 The sun rises from one part of the flat earth in the morning into the sky at noon and comes down at the other part of the flat earth at night. 4 Most times when the sun is overhead at noon, the heat is felt most, especially by those at the equator 5 As the sun rises, its energy increases, hence we have heat The sun moves fastest from east to west at noon At noon the sun comes closer to the earth The sun does not rises or move. It remains stationary. It is thee rotation of the earth that brings about day and night. 9 The sun brings heat The sun provides light in the day This result indicates that majority of the teachers still do not understand and cannot explain correctly the role of the sun in the phenomenon of day and night as contained in the curriculum. This also implies that teachers cannot apply scientific method in explaining the phenomenon to their pupils. Discussion

6 Out of the ten (10) views expressed by the teachers about the role of the sun in the phenomenon of day and night, six (views number 1, 2, 3, 5, 6, and 7) contain the phrases move up, go up, comes closer or the term rise. The six views, (that is 60% of the teachers views) are wrong. The use of the phrase moves up and goes up or terms: rise, in describing the role of the sun in the phenomenon of day and night implies motion (in this case, translational motion) on the part of the sun. Motion is the act, process, or state of moving or changing position (Maduemezia and Chike-Obi, 1996). This translational motion ascribed to the sun by the teachers is contrary to what is known about the sun. It is known that the sun remains stationary at the centre of the universe while the planets revolve round it. View number 2, which is about the lower and upper part of the earth and view number 3 that describes the earth as flat are wrong. They indicate that the teachers are ignorant about the spherical nature of the earth. Views number 6 and 7 are wrong. They give the impression that the sun accelerates in its translational motion. The remaining four views (views number 4, 8, 9, and 10) are correct. In their description, the teachers relied solely on their everyday physical observation of the position of the sun relative to the Earth at different times of the day. 71% of the teachers concluded that the sun rises (moves). Scientific method, however, requires that a decision should be withheld until all evidence is in. Evidence from geography and space science, shows that the Sun remains at its constant position, at the centre of the universe while the Earth and other planets revolve round it. The Earth rotates or spins around its axis; at the equator, the Earth moves eastwards with a velocity of km/s. The Earth orbits around the sun in an orbital revolution which takes 365 days or one whole year to complete at a speed of about 30 km/s. Implication of the Findings for Science Education Teachers Programme in Nigeria The findings of this study have both instructional and curricula implications for the science teacher. Although the study was carried out on a small scale, the result confirms Nwagbo and Ovute (2011) assertion that teacher s are not adequately knowledgeable about the topics in the new basic science curriculum. The study also shows that most of the Basic Science teachers are unable to apply scientific methods and principles in dealing with issues. This is a problem which confronts the current teacher education programme in Nigeria. The Science and Technology teacher educators must tackle this problem and device ways of getting the Basic Science and Technology teachers in the school system to think as scientists and apply scientific methods in dealing with issues. Radinsky, Oliva and Alamar (2010) suggest that science teaching should tilt more towards scientific practice that encourages students to employ several tools including their own experiences, the words of their peers, questioning, collective exploration of ideas, objects and bodies in the environment around them for explaining and theorising about natural phenomena (p:637). The inability of the Basic Science and Technology teachers to do this must be recognised and accepted as a major challenge and threat to the successful implementation of the current Basic Science and Technology Curriculum. It bespeaks of the kind of school leavers such teachers would produce. Conclusion and Recommendations The present effort and programmes of the Federal Government of Nigeria (FGN) for upgrading and updating practising teachers knowledge and skills in the teaching of Basic Science

7 and Technology in schools are commendable. However, the re-training workshops for primary school teachers who teach Basic science and technology should go beyond the present focus on innovative techniques of teaching the subject. The need to retrain teachers in the content area of the curriculum has been established in this study. Therefore, the present FGN teacher-retraining programme should include retraining in the curriculum content area. Certainly, incorporation of retraining in the content area of the curriculum will enrich and improve the quality of the present FGN Teacher Retraining Programme. This will enhance the quality of recipients of such improved teacher-retraining programme. The teachers should be retrained on regular basis, to be more competent not only in pedagogy but also in the content area of the curriculum. The interview and interaction of the researcher with the teachers in the course of this study reveal serious need of the teachers to update and upgrade themselves. Perhaps, in-service training could also help to upgrade the quality of the teachers of Basic science and Technology teachers in the primary school system. Financing of such programmes could be handled by the various local governments, and other stakeholders in the educational system. The Science Education Teacher Programme in Nigeria should ensure that the right kinds of teachers are produced for the school system. This is very crucial so that the schools do not end up producing only individuals who are equipped with scientific facts, procedures and techniques but deficient in scientific ways of looking at nature, and scientific process of tackling new problems and challenges, such as those emanating from changes in climate, which confront society today. The transformation of the Nigerian economy and society must start with the transformation of the individual mind of members of the society. To achieve this, the curriculum for re-training of the Nigerian science education teachers has to undergo transformation. This is necessary for the teachers to successfully play the unique role of producing individuals who are globally relevant in the 21 st century world. REFERENCES Federal Republic of Nigeria (FRN) (2004). National policy on education. Lagos: Federal Government press. Harlen, W., & Holroud, C. (1997). Teacher understanding of science concepts: Impact on confidence and teaching. International Journal of Science Education, 19(1), Holbrook, J. (2011). Enhancing scientific and technological literacy (STL): A major focus for science teaching at school. Journal of the Science Teachers Association of Nigeria, 46 (1), Johnson, P., & Tymms, P. (2011). The emergence of learning progression in middle School Chemistry. Journal of Research in Science Teaching, 48 (8), National teacher s Institute (NTI) (2011). An NTI-TESSA Integrated manual for the re-training of primary school teachers. Basic science and Technology. Kaduna: NTI Press. National Teachers Institute (NTI) (2010). NTI-TESSA Integrated manual for the Retraining of Teachers. FGN-UBE 2010 Teacher Professional Development programme. Basic science & Technology (Adapted version). Kaduna: NTI press. Nigerian Educational Research and Development Council (NERDC) (2008). Frequently asked question (FAQ). Abuja; NERDC press.

8 Nwagbo, C. R., & Ovute, A. O. (2011). Teachers knowledge of the content and Activities in the New Basic science curriculum: Inplication for science Teacher Education in Nigeria. Journal of curriculum studies, 18 (1), (June 2011) Ogunniyi, M. B. (1982). Secondary school science teaching in Africa. Ibadan: University of Ibadan Press. Okebukola, P. (2005). The race against obsolescence: Enhancing the relevance of STAN to national development. Memorial Lecture of the August 2005 Annual conference of Science Teachers Association of Nigeria. STAN memorial lecturer series No 17. Okorie, E. U. (2011). Curriculum and the new science teacher: Laying a firm foundation for the study of the science in Nigerian schools. Journal of Curriculum Studies, 18 (1), Okorie, E. U. (2010). Secondary school chemistry curriculum reform in the 21 st century: Implication for Nigerian education system. Curriculum and Media Technology Research - J. CUDIMAC, 2 (1), Olarewaju, A. O. (1984). Content organisation as an effective approach in science teaching. 25 th Annual Conference Proceedings of the Science Teachers Association of Nigeria, Radinsky, J., Oliva, S. & Alamar, K. (2010). Camila, the earth, and the sun: Constructing an idea as shared intellectual property. Journal of Research in Science Teaching, 47 (6) Summers & Kruger (1994). Developing science teacher understanding of energy concepts. Educational Research, 40 (3), A case for ongoing teacher training. Accessed on 21 February, 2011.