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Science laboratory teaching in developing countries: job of the dayApril 11, 2023 Science laboratory teaching in developing countries: Science education is considered the key of development for the developing countries. In developing countries, the science subjects are taught by lecture method and students learn by rote memorization. For science experiments, almost 20% teaching time is allocated because of lack of equipment (AHDD, 2007). In Kenya, Wachanga & Mwangwi (2004) found out that student centered teaching methods enhance students learning and improve students achievement in which students take active part in the class activities. On the other hand, in teacher centered methods students feel difficulty to understand science concepts. In Nigeria, Ogunbiyi (1986) claim that students are unfamiliar with most of the lab apparatus and lab work. Teachers main focus is on route learning. In Malawi, there is serious shortage of lab space and equipment. Most of the practical are taught theoretically by the teachers (Zeymelman, 1990). In Botswana, the important aim of teaching of science is to develop skills and logical thinking among the students yet facilities are limited (Motswiri, 2004). Okwakol (2009) stated that in developing countries science lab work is considered as a marginal activity. Moreover, he explains that the bad economic condition of the developing countries is due to the negligence of the lab work and modern sciences. Although some developing countries trying to move toward innovation and upgrade their science lab in developing countries, for the better economic growth, government should provide ideal opportunities to their young scientist according to their talent. Moreover, government must provide well equipped science lab to address social problems. In developing countries, creative scientist can enhance economic growth through scientific research and scientific publication. Thus developing countries must increase the percentage of Gross National Product (GNP) to develop new and modern research labs for the students (Yoldere & Adamu, 2015). Developing countries face many challenges regarding science lab work and science education. Inadequate science lab infrastructure, lack of qualified teachers, inadequate materials of science lab, Lack of practical work and Curriculum drawbacks are discuss below: Inadequate science lab infrastructure: Infrastructure means all those factors which are necessary to provide a suitable environment to conduct any activity. Building, furniture and equipment are the part of infrastructure of any science lab. Lack of infrastructure affects the educational worth. However it is said that lack of infrastructure can create the cause of poor quality of science lab work in schools of developing countries (Saeed et al.2015). In the modern age, developing countries are for behind to cope with science and technology. ]]>
Science laboratory teaching in developing countries: job of the dayApril 11, 2023 Science laboratory teaching in developing countries: Science education is considered the key of development for the developing countries. In developing countries, the science subjects are taught by lecture method and students learn by rote memorization. For science experiments, almost 20% teaching time is allocated because of lack of equipment (AHDD, 2007). In Kenya, Wachanga & Mwangwi (2004) found out that student centered teaching methods enhance students learning and improve students achievement in which students take active part in the class activities. On the other hand, in teacher centered methods students feel difficulty to understand science concepts. In Nigeria, Ogunbiyi (1986) claim that students are unfamiliar with most of the lab apparatus and lab work. Teachers main focus is on route learning. In Malawi, there is serious shortage of lab space and equipment. Most of the practical are taught theoretically by the teachers (Zeymelman, 1990). In Botswana, the important aim of teaching of science is to develop skills and logical thinking among the students yet facilities are limited (Motswiri, 2004). Okwakol (2009) stated that in developing countries science lab work is considered as a marginal activity. Moreover, he explains that the bad economic condition of the developing countries is due to the negligence of the lab work and modern sciences. Although some developing countries trying to move toward innovation and upgrade their science lab in developing countries, for the better economic growth, government should provide ideal opportunities to their young scientist according to their talent. Moreover, government must provide well equipped science lab to address social problems. In developing countries, creative scientist can enhance economic growth through scientific research and scientific publication. Thus developing countries must increase the percentage of Gross National Product (GNP) to develop new and modern research labs for the students (Yoldere & Adamu, 2015). Developing countries face many challenges regarding science lab work and science education. Inadequate science lab infrastructure, lack of qualified teachers, inadequate materials of science lab, Lack of practical work and Curriculum drawbacks are discuss below: Inadequate science lab infrastructure: Infrastructure means all those factors which are necessary to provide a suitable environment to conduct any activity. Building, furniture and equipment are the part of infrastructure of any science lab. Lack of infrastructure affects the educational worth. However it is said that lack of infrastructure can create the cause of poor quality of science lab work in schools of developing countries (Saeed et al.2015). In the modern age, developing countries are for behind to cope with science and technology. ]]> Wed, 26 Apr 2023 16:46:04 GMT /slideshow/science-laboratory-teaching-in-developing-countries/257580146 zernabkhan@slideshare.net(zernabkhan) Science laboratory teaching in developing countries zernabkhan Science laboratory teaching in developing countries: job of the dayApril 11, 2023 Science laboratory teaching in developing countries: Science education is considered the key of development for the developing countries. In developing countries, the science subjects are taught by lecture method and students learn by rote memorization. For science experiments, almost 20% teaching time is allocated because of lack of equipment (AHDD, 2007). In Kenya, Wachanga & Mwangwi (2004) found out that student centered teaching methods enhance students learning and improve students achievement in which students take active part in the class activities. On the other hand, in teacher centered methods students feel difficulty to understand science concepts. In Nigeria, Ogunbiyi (1986) claim that students are unfamiliar with most of the lab apparatus and lab work. Teachers main focus is on route learning. In Malawi, there is serious shortage of lab space and equipment. Most of the practical are taught theoretically by the teachers (Zeymelman, 1990). In Botswana, the important aim of teaching of science is to develop skills and logical thinking among the students yet facilities are limited (Motswiri, 2004). Okwakol (2009) stated that in developing countries science lab work is considered as a marginal activity. Moreover, he explains that the bad economic condition of the developing countries is due to the negligence of the lab work and modern sciences. Although some developing countries trying to move toward innovation and upgrade their science lab in developing countries, for the better economic growth, government should provide ideal opportunities to their young scientist according to their talent. Moreover, government must provide well equipped science lab to address social problems. In developing countries, creative scientist can enhance economic growth through scientific research and scientific publication. Thus developing countries must increase the percentage of Gross National Product (GNP) to develop new and modern research labs for the students (Yoldere & Adamu, 2015). Developing countries face many challenges regarding science lab work and science education. Inadequate science lab infrastructure, lack of qualified teachers, inadequate materials of science lab, Lack of practical work and Curriculum drawbacks are discuss below: Inadequate science lab infrastructure: Infrastructure means all those factors which are necessary to provide a suitable environment to conduct any activity. Building, furniture and equipment are the part of infrastructure of any science lab. Lack of infrastructure affects the educational worth. However it is said that lack of infrastructure can create the cause of poor quality of science lab work in schools of developing countries (Saeed et al.2015). In the modern age, developing countries are for behind to cope with science and technology. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/untitleddocument1-230426164604-13b6ce1b-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Science laboratory teaching in developing countries: job of the dayApril 11, 2023 Science laboratory teaching in developing countries: Science education is considered the key of development for the developing countries. In developing countries, the science subjects are taught by lecture method and students learn by rote memorization. For science experiments, almost 20% teaching time is allocated because of lack of equipment (AHDD, 2007). In Kenya, Wachanga &amp; Mwangwi (2004) found out that student centered teaching methods enhance students learning and improve students achievement in which students take active part in the class activities. On the other hand, in teacher centered methods students feel difficulty to understand science concepts. In Nigeria, Ogunbiyi (1986) claim that students are unfamiliar with most of the lab apparatus and lab work. Teachers main focus is on route learning. In Malawi, there is serious shortage of lab space and equipment. Most of the practical are taught theoretically by the teachers (Zeymelman, 1990). In Botswana, the important aim of teaching of science is to develop skills and logical thinking among the students yet facilities are limited (Motswiri, 2004). Okwakol (2009) stated that in developing countries science lab work is considered as a marginal activity. Moreover, he explains that the bad economic condition of the developing countries is due to the negligence of the lab work and modern sciences. Although some developing countries trying to move toward innovation and upgrade their science lab in developing countries, for the better economic growth, government should provide ideal opportunities to their young scientist according to their talent. Moreover, government must provide well equipped science lab to address social problems. In developing countries, creative scientist can enhance economic growth through scientific research and scientific publication. Thus developing countries must increase the percentage of Gross National Product (GNP) to develop new and modern research labs for the students (Yoldere &amp; Adamu, 2015). Developing countries face many challenges regarding science lab work and science education. Inadequate science lab infrastructure, lack of qualified teachers, inadequate materials of science lab, Lack of practical work and Curriculum drawbacks are discuss below: Inadequate science lab infrastructure: Infrastructure means all those factors which are necessary to provide a suitable environment to conduct any activity. Building, furniture and equipment are the part of infrastructure of any science lab. Lack of infrastructure affects the educational worth. However it is said that lack of infrastructure can create the cause of poor quality of science lab work in schools of developing countries (Saeed et al.2015). In the modern age, developing countries are for behind to cope with science and technology.
Science laboratory teaching in developing countries from iqra tariq
]]> 27 0 https://cdn.slidesharecdn.com/ss_thumbnails/untitleddocument1-230426164604-13b6ce1b-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 https://public.slidesharecdn.com/v2/images/profile-picture.png i am iqra. recently i complete my m.phil now i start blogging joboftheday1234.blogspot.com/search/label/Home