Use of Science-Technology-Society
A Determinant for Implementation of School Chemistry Curriculum
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Annotation: Chemistry as a core science subject is a bedrock for the individual and national development. The foundation of Chemistry education is laid at the senior secondary school (level after grade 9). Effective implementation of Chemistry at the senior secondary school level is therefore paramount. At this level the basic Chemistry concepts and phenomena are abstract. Teachers lack capacity and resources to demonstrate and make concrete, the concepts and phenomena especially in the third world countries. The traditional/ conventional teaching methods cannot permeate the abstract nature of...
Annotation: Chemistry as a core science subject is a bedrock for the individual and national development. The foundation of Chemistry education is laid at the senior secondary school (level after grade 9). Effective implementation of Chemistry at the senior secondary school level is therefore paramount. At this level the basic Chemistry concepts and phenomena are abstract. Teachers lack capacity and resources to demonstrate and make concrete, the concepts and phenomena especially in the third world countries. The traditional/ conventional teaching methods cannot permeate the abstract nature of the Chemistry concepts. This is because the daily experiences and survival needs in socio-culture and economic environment of the student are not reflected through the traditional ways of teaching Chemistry. There are many instructional approaches available for the Chemistry teacher to adopt in implementation of Chemistry curriculum. The science-technology-society (STS) instructional approach has been proved to be efficacious.
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