Rich Environments for Active Learning and Science Learning in Nigeria

Babatunde Peter Jacob

doi:10.51724/ijpce.v4iSI.95

Authors

Babatunde Peter Jacob Bingham University

DOI:

https://doi.org/10.51724/ijpce.v4iSI.95

Keywords:

Rich Environment, Active Learning, Generative Learning, Science Learning

Abstract

Science is part of human live and actions, despite its importance; there is crisis in learning science. Some of this problem can be traced to the emphasis of learning basic facts and definitions from text books as against the applications of knowledge in daily life or the development of higher order thinking. To implement a successful science education in Nigeria, there is need to help students transfer learning from one situation to another. Learners must be helped to see themselves as constructors of knowledge in a variety of forms; learning must be seen as a collaborative process; learners should be assisted to bring their own needs and experiences to a learning situation; they should be helped to acquire skills and knowledge within realistic contexts; and methods used for assessment must take more realistic and holistic forms. In order to meet the developmental challenges of Nigeria and developmental economies, science learning should be encouraged using REALS which have been shown to enhance the effective learning.

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