From Cyriacus Nnaji, Lagos
Professor Olatunde Lawal Owolabi of Physics Education and Dean, Faculty of Education, Department of Science and Technology Education, Faculty of Education, Lagos State University (LASU) has recommended the adoption of a two-pronged approach involving motivation and quality-intakes in all universities in Nigeria for the sustainability of Physics Education in Secondary Schools.
Owolabi made the recommendation while delivering the 84th Inaugural Lecture of the institution with the theme ‘Abstracticism and Realism Paradox: The Nonsensical Debate in Physics Classroom’ which took place at the Buba Marwa Auditorium in Ojo on Thursday, July 19, 2022.
He said “In order to improve the teaching of physics in Nigerian secondary schools, the following are recommended: Adopt a two-pronged approach involving motivation and quality-intakes in all universities in Nigeria; Motivation in terms of scholarship, grants, automatic employment after graduation and improved pay package to teachers generally and Physics Education should attract cut-off points comparable to Engineering courses bearing in mind that they all require the same cognitive tasks demand.”
While stating that Further Mathematics should be a prerequisite subject for Physics Education in all Nigerian universities, he added that regular capacity building workshops to inculcate desirable skills in teachers should be encouraged. He said such skills should be borne out of research efforts and include the following core areas of physics teachers’ professional improvement: active learning strategy, matching Multiple Intelligences with students’ aptitudes, Strategies to improve visual representation, multiple representation and visual-spatial representation; Culturo-Techno- Contextual approach and learning preferences of physics students.
Prof Owolabi also recommended that the National Universities Commission (NUC) should enforce all universities to establishing ‘Teaching Enhancement and Intervention Centre’ where all university teachers will enroll for regular teaching intervention. According to him, this will improve the quality of graduates produce in terms of performance and employability skills.
He said there was need to inculcate some entrepreneurial skills in physics students. This can be achieved by integrating into the curriculum in physics a practical course on repairs of some electronic devices such as repairs of electronics (radio, television and hand-set devices among others). Also, a course on establishment and practicing of a private school.
Also recommended was Regular conduct of research fair to showcase any fresh innovations on local sourcing of instructional materials, apparatuses and gadgets in Physics teaching; engage in regular workshops for curriculum developers and publishing outfits on domesticating learning contexts in physics, embark on the production of instructional videos on the teaching of some perceived difficult concepts in physics using the CTCA strategy.
Other recommendations include coordination exercise during marking of scripts usually organized by Examination Bodies should be mandatory for all Physics teachers at least once in five years to keep abreast of fresh innovations in measurement of scholastic achievement in physics; discipline-based counselling should be encouraged in schools. He added that selected physics teachers should be trained through further studies in Guidance and Counselling and be asked to provide counselling services prior to choice of subjects during transition from SS1 to SS3, and Government should boost the local production of instructional materials through the Centre for Science Equipment, Federal Ministry of Education. He said the centre is capable of meeting the local needs with respect to science equipment if empowered to do so.
The erudite professor said the Inaugural Lecture was prompted by the need to address the criticism that heralded the teaching-learning process in physics and subsequent students’ performance in the subject. This becomes very necessary in view of the role of physics in nation-building and human capital development.
Owolabi disclosed that students would learn physics better when they realize that physics is physical, real and around them. “Physics teachers therefore must teach physics in accordance with its nature whereby the Students, the Teachers and the Environment (STE) will continually interact. As we commonly believe, school children have a penchant for technology as we now live in a technology-driven world. Therefore, teachers should imbibe the lessons drawn from Culturo-Techno-Contextual Approach (CTCA) to drive home physics concepts,” he said.
