REFOCUSING CHEMISTRY EDUCATION FOR SUSTAINABLE NATIONAL DEVELOPMENT: CASE FOR CREATIVITY IN CHEMISTRY EDUCATION IN SENIOR SECONDARY SCHOOLS IN NIGERIA
This paper titled “Refocusing Chemistry Education for Sustainable National Development: Case for Creativity in Chemistry Education in Senior Secondary Schools in Nigeria”, focused on creativity in chemistry education as a means of attaining sustainable development in Nigeria. The aims included to raise consciousness and direction on how chemistry education should be refocused to make it more responsive to the needs of sustainable development through creative teaching and learning. The paper noted the close relationships between the nature and purpose of science education and the broad objectives of the Millennium Development Goals (MDGs) and the National Economic Empowerment and Development Strategies (NEEDS). It was noted that chemistry education by nature develops rational mind, service technology for development and provide the knowledge and understanding necessary for conduct of personal and national life if taught with conscious efforts to produce creative chemistry graduates. This requires that chemistry should be taught with the intent to make it practical oriented and make the products able to contribute to national development. It was however, noted that most current approaches to chemistry education in Nigeria do not encourage creativity. The paper identified overloaded curricula, lack of incentive to teachers, poor professional preparation, among others as constraints to creative chemistry education and suggested among others, that it should be refocused for innovation and creativity through curriculum content review, teacher development programmes and provision of incentives to both teachers and students.
|Keywords: Science, Chemistry, Chemistry Education, Creativity, Sustainable Development, Refocusing|
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