Observation propound on the mass failure of students seem to be laid on Students not able to recognise the immediate use of science Subject theory to every day life with practical approach.. [instead cramming their minds with useless facts which has no mining or use for the student to restate in test and examinations] .
Science for Thinking and the Science for Reasoning to Pass Examination with Practical Uses
By
Ma’aji Caleb Zonkwa (M. Stan)
Chief Education Officer (Science & Technology)
WORKSHOP FOR HEADS OF DEPARTMENT (Science and mathematics)
Lead paper for teaching corrections in science subject & practical’s
AT
INSPECTORATE DIVISION, ZONKWA.
KADUNA STATE MINISTRY OF EDUCATION, NIGERIA.
ON: 09 – 03 – 2000
PREAMBLE:
Observation propound on the mass failure of student on subjects of Science and
Technology, seem to be laid on Student not able to recognise the immediate use of
Subject theory is to the need of every day life with practical approach.
SCIENCE FOR THINKING
The Lag of student recognition of theory’s to practical usage to their daily activities: points directly to “Cognitive hastening” (identification): which means the process through diverse stages of thinking ability – Critical thinking – toward the type of:-
(a) Abstract thinking;
(b) Logical thinking and
(c) Multivariate thinking of formalise operations.
Formal Operational thinking according to Phillip Adey (1999) characterize by the ability to hold a number of variables in mind at once, for example
(a) To be able to weigh up two sides of an argument
(b) Advantages and disadvantages of a particular course of or
(c) To be able to see both separate and combine effect of a number of input variables (e.g. sunlight, carbon dioxide water) on an out come (the production of glucose).
According to Ma’aji (1998) any science topic taught or discussed and cannot be related to the usages in the local environment will definitely be lost in the shortest child memory line and you will be left with rote/cramming experts to get scores in tests i.e cramming their minds with useless facts which has no mining or use for the student to restate in test and examinations. Therefore, in order to be in a good position to assist in the clear teaching of the core subject of Sciences, a programme of action is design to a minimal: the basic objective as will be shown in the practical session, in totality to the required activities of the science subject matter. The (attempt) suggestion made, as discus above is focus on children (in the ages of 14 or 15 years + 3 years considering children in rural area) as a process of natural intellectual development.
SCIENCE FOR REASONING
The pitiable fallacy on the observation raised above is that of teachers missing the whole key to educational Goals and Trend, which aim is the Holistic development of the individual through giving attention to the:-
i. Mental
ii. Spiritual
iii. Ethical
iv. Aesthetic
v. Emotional
vi. Physical and
vii. Social growth of the pupil
Of which you as a teacher in the Science or Technology, your position as in the above mention keys “is preparing students for future employment” and to “play active roles in the country’s economic and social development”.
Linked to what concerns you, as Head of Department of the Sciences Technology & Mathematics, is the desire of the Zonal Office, of Kaduna State Ministry of Education, under favourable auspices of the Zonal Director I.R.M. Salihu, for you to prepare your teachers and students to cope with the challenges of the rapidly changing, technologically advanced, culturally diverse societies of today. These could be achieving by motivating and development of Scientific thinking critical reasoning and problem-solving skills by your teachers and students.
CONCLUSION
Lastly, my fellow colleague, I will seek your indulgence to put the following in the back of your mind Teacher or student.
On any science topic taught or discussed and not related to the usages, your students will be rote/cramming their minds with useless facts which has no mining or use for the student to restate in test and examinations.
What provides an interesting and productive puzzle for one individual may appear trivial to a more able child and on-comprehensible to a less able peer. Therefore, an intervention set within a Science context would required Science Teachers who already understood – implicitly if not explicitly-the nature of the Scientific reasoning patterns and their environmental application with uses which form the context of this intervention which have been developed to provide for your use.
Thank you.
REFERENCES
1. Commonwealth Currents (3.1999). Globalisation and Human Development: Commonwealth secretarial, United Kingdom.
2. Constitution (1999). Fundamental Objectives & Directives. NIGERIA.
3. International Bureau Education (December 1998): Educational Innovation and information. Geneva.
4. Lucie-Mami Noor Nkake (1996); Education for International Understanding. UNESCO SADG, Belle
grade France
5. Ma’aji Caleb Z. (1998): Successful Science, Technology and Society Communicating; 39th STAN
CONFERENCE Osun State, Nigeria.
6. Ma’aji Caleb Z. (1998); Women in Science, Technology and Mathematics.
Workshop for Guidance & Counselling at Government Girls College, Zonkwa, Kaduna
State Ministry of Education, KACHIA & ZONKWA ZONE, Nigeria.
7. National Policy on Education (1981). Nigeria
8. Phillip Adey (1999) The Science of Thinking and Science for thinking:
Case: International Bureau of Education. GENEVA.
9. Sobhi Tawil (1997) Educational Destruction and Reconstruction in Disrupted Societies. UNESCO,
International Bureau of Education, GENEVA.
VISIThttp://technicalteacherdilemma.blogspot.com/
http://structuringvteinbasicedu.blogspot.com/
http://evatechs.blogspot.com/
OTHERS http://an-zunkwa.blogspot.com/
http://www.docs.google.com/
http://anzunkwa.blogspot.com/
Science for Thinking and the Science for Reasoning to Pass Examination with Practical Uses
By
Ma’aji Caleb Zonkwa (M. Stan)
Chief Education Officer (Science & Technology)
WORKSHOP FOR HEADS OF DEPARTMENT (Science and mathematics)
Lead paper for teaching corrections in science subject & practical’s
AT
INSPECTORATE DIVISION, ZONKWA.
KADUNA STATE MINISTRY OF EDUCATION, NIGERIA.
ON: 09 – 03 – 2000
PREAMBLE:
Observation propound on the mass failure of student on subjects of Science and
Technology, seem to be laid on Student not able to recognise the immediate use of
Subject theory is to the need of every day life with practical approach.
SCIENCE FOR THINKING
The Lag of student recognition of theory’s to practical usage to their daily activities: points directly to “Cognitive hastening” (identification): which means the process through diverse stages of thinking ability – Critical thinking – toward the type of:-
(a) Abstract thinking;
(b) Logical thinking and
(c) Multivariate thinking of formalise operations.
Formal Operational thinking according to Phillip Adey (1999) characterize by the ability to hold a number of variables in mind at once, for example
(a) To be able to weigh up two sides of an argument
(b) Advantages and disadvantages of a particular course of or
(c) To be able to see both separate and combine effect of a number of input variables (e.g. sunlight, carbon dioxide water) on an out come (the production of glucose).
According to Ma’aji (1998) any science topic taught or discussed and cannot be related to the usages in the local environment will definitely be lost in the shortest child memory line and you will be left with rote/cramming experts to get scores in tests i.e cramming their minds with useless facts which has no mining or use for the student to restate in test and examinations. Therefore, in order to be in a good position to assist in the clear teaching of the core subject of Sciences, a programme of action is design to a minimal: the basic objective as will be shown in the practical session, in totality to the required activities of the science subject matter. The (attempt) suggestion made, as discus above is focus on children (in the ages of 14 or 15 years + 3 years considering children in rural area) as a process of natural intellectual development.
SCIENCE FOR REASONING
The pitiable fallacy on the observation raised above is that of teachers missing the whole key to educational Goals and Trend, which aim is the Holistic development of the individual through giving attention to the:-
i. Mental
ii. Spiritual
iii. Ethical
iv. Aesthetic
v. Emotional
vi. Physical and
vii. Social growth of the pupil
Of which you as a teacher in the Science or Technology, your position as in the above mention keys “is preparing students for future employment” and to “play active roles in the country’s economic and social development”.
Linked to what concerns you, as Head of Department of the Sciences Technology & Mathematics, is the desire of the Zonal Office, of Kaduna State Ministry of Education, under favourable auspices of the Zonal Director I.R.M. Salihu, for you to prepare your teachers and students to cope with the challenges of the rapidly changing, technologically advanced, culturally diverse societies of today. These could be achieving by motivating and development of Scientific thinking critical reasoning and problem-solving skills by your teachers and students.
CONCLUSION
Lastly, my fellow colleague, I will seek your indulgence to put the following in the back of your mind Teacher or student.
On any science topic taught or discussed and not related to the usages, your students will be rote/cramming their minds with useless facts which has no mining or use for the student to restate in test and examinations.
What provides an interesting and productive puzzle for one individual may appear trivial to a more able child and on-comprehensible to a less able peer. Therefore, an intervention set within a Science context would required Science Teachers who already understood – implicitly if not explicitly-the nature of the Scientific reasoning patterns and their environmental application with uses which form the context of this intervention which have been developed to provide for your use.
Thank you.
REFERENCES
1. Commonwealth Currents (3.1999). Globalisation and Human Development: Commonwealth secretarial, United Kingdom.
2. Constitution (1999). Fundamental Objectives & Directives. NIGERIA.
3. International Bureau Education (December 1998): Educational Innovation and information. Geneva.
4. Lucie-Mami Noor Nkake (1996); Education for International Understanding. UNESCO SADG, Belle
grade France
5. Ma’aji Caleb Z. (1998): Successful Science, Technology and Society Communicating; 39th STAN
CONFERENCE Osun State, Nigeria.
6. Ma’aji Caleb Z. (1998); Women in Science, Technology and Mathematics.
Workshop for Guidance & Counselling at Government Girls College, Zonkwa, Kaduna
State Ministry of Education, KACHIA & ZONKWA ZONE, Nigeria.
7. National Policy on Education (1981). Nigeria
8. Phillip Adey (1999) The Science of Thinking and Science for thinking:
Case: International Bureau of Education. GENEVA.
9. Sobhi Tawil (1997) Educational Destruction and Reconstruction in Disrupted Societies. UNESCO,
International Bureau of Education, GENEVA.
VISIThttp://technicalteacherdilemma.blogspot.com/
http://structuringvteinbasicedu.blogspot.com/
http://evatechs.blogspot.com/
OTHERS http://an-zunkwa.blogspot.com/
http://www.docs.google.com/
http://anzunkwa.blogspot.com/
