Utilising selected informal science experiences to teach science in inquiry-centred Nigerian classrooms

Abstract

The formal and informal sciences can be integrated for the enhancement of training, research and teaching in the formal school system. The knowledge and methods of informal science, although regarded as crude, local or native, when embedded with formal science, can be subsequently developed and packaged as teaching innovation for the promotion of scientific knowledge, skill and training. This is the focus of this study where selected informal science experiences were used to teach some science concepts in inquiry-centred Nigerian classrooms. In inquiry-based lessons, teachers only act as facilitators and resources, creating the environment for investigations to take place. In the experiment, students' explorations were centred on informal science activities which were guided to be incorporated into the knowledge structure of formal science classroom experiences. Subjects were Senior Secondary School 11 male and female students taught the topic alkanols; types and preparation including concepts such as fermentation and the brewing process. Informal science activities involving the processing of cassava, grains and other local products were explored by subjects in the experimental group and there was a control group whose subjects were not exposed to informal science activities. Differences in the cognitive and affective learning outcomes of students from the two groups upon data analyses were found to be significant with sex playing a major role. Implications of the findings were highlighted and recommendations were made.