Science Education as a Development Strategy in Nigeria: a Study of Kano State Science Secondary Schools

Abstract

The early 1960s and early 1970s witnessed massive science education reform activities aimed at a more utilitarian interpretation of science education for pupils in both developed and developing countries. Two basic strategies can be identified. The first, which was predominant, focused attention on the nature of the science curriculum. The second focused on improving teaching and learning in schools and other institutions without large-scale reform of materials. Reforms of the first type were carried out mainly as science teaching projects aimed at improving school science curricula through reform in content and methods of teaching.