Rhetoric and reality in Nigerian science education: Observations of science teaching in Kano State Science Secondary Schools

Abstract

This paper examines the interface between rhetoric and reality in the science curriculum reform in Nigeria. The focus of the analysis is the Science Schools Project established by the Kano State Government in 1977 as a scientific and technological manpower development strategy. The analysis of the teaching processes in both the specialist Science and Non-Science schools has revealed considerable similarities and often marginal differences. The differences between the Science and Non-Science schools may or may not be attributed to differences in the institutional context of teaching and learning science. But there is not enough evidence for this. By the virtue of their limited nature, these findings did not yield significant confirmation of the rationale that creating the Science Schools will solicit a more effective sequence of science teaching from the teachers. At the same time, the findings did not seriously challenge the rationale of setting up the Science Schools Project. However, they do question the implementation procedures of the project, and provide insights into the procedures to make such manpower strategies more effective.