Infrequent and Inefficient Biology
Practical Classes
Biology as a science subject requires
an integration of both theoretical and practical work to make it easily
understood by the students. But a large proportion of biology teachers only
concentrate on the theoretical aspect of the subject leaving the essential
practical work unattended to.
The
degree to which the teacher is conversant with a chosen topic facilitates the
attainment of the instructional objectives. Further more, it is assumed that
under the guidance of teacher, students can develop the understanding and skill
of biology.
Omosowo
(2003), assessing science laboratory management patterns in selected secondary
schools of Moro Local Government Area of Kwara State, found that the highest
frequency of laboratory practicals for SS3 students was once in a week in only
a fifth of the schools, a few others was once in a while, whereas a whole lot
of other schools he sampled never did laboratory praticals. He reported that
students did not perform experiments as they should in all the sampled schools,
again, he found that only a fifth of all the schools he sampled had a
laboratory for each of the science subjects, while others had multipurpose
laboratories for all science subjects and others had no laboratories at all.
This
situation is a true representation of what is obtained elsewhere, even in the
area this study scopes and is an insignia of impoverishment on biology in
particular and science as a whole.
Some
of the methods that can be used to achieve frequent and efficient biology
practical classes include discovery methods and laboratory approach. In line
with Clough (1968) discovery method leaves the students to using their own
initiative to come up with tests and results in biology practicals. He further
suggested that laboratory demonstrations should be frequent and efficient to
carry along both the fast and the slow learners.
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