Kola, A. J., Gana, N. N., Olu, A. M. (2019). The trajectories of science educators in Nigeria and its challenge to sustainable development. Cross-Currents: An International Peer-Reviewed Journal on Humanities & Social Sciences, 5(3), 53–61. https://saspublishers.com/article/4723/

Abstract:

“The paper reviewed science education in Nigeria from the pre-independent era to date and its challenge to sustainable development. The various efforts of the government and other stakeholders at developing science education were highlighted in the paper. It was argued that science education is crucial to the sustainable development of a nation. However, achieving sustainable development in Nigeria has been difficult due to the challenge of the quality teacher. Most teachers have poor knowledge of integrating technologies in teaching and also do not have an adequate understanding of authentic learning in science. The review considered the teacher as a link between science education and sustainable development. The article was of the view that the solution to the challenge is teacher possessing adequate technological pedagogical content knowledge (TPACK). Others include teacher enhancing the scientific literacy of students and critical thinking skills.”