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    Use of Community Resources (Place, Material and Resource Persons) in The Teaching of Primary Science

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    Dr. Bimbola Dupe Oludipe
    Introduction Science is a systematic way of acquiring and producing knowledge. In essence, science is knowledge-based and process-based. It is systematic in the sense that it is process-based as it involves activities such as carrying out investigation, observation, experimentation, classification, communication, counting or numbering, measurement, inquiry (asking the question-why, what, how, when), prediction, inference, hypothesis formulation, models formation, data interpretation, manipulation, etc. Science and its application (technology) is needed for the overall well-being of humankind (health, telecommunications, transportation, agriculture, industry etc) and so, there is need to teach it well in primary schools since that is where the foundation for its teaching and learning is laid. Science is an action subject that demands that hands-on and mind-on experiences that challenge pupils’ initiatives are encouraged. Teaching methods that promote understanding and thinking with emphasis on scientific processes should be employed and the rote learning of scientific facts de-emphasized. Also, there is need for science teachers to take abstract notion out of science by using real-to-life, simple and down-to-earth instructional materials which can be resourced for from the environment. A science teacher should have a good knowledge of science and skills of improvisation in science(Erinosho, 2000). This is borne out of the fact that science equipments are expensive and most are imported and so, some are not easily accessible for science teaching. Resources for science teaching are not only found in the classroom but they are also available in the immediate school environment and community, As such, a science teacher should be familiar with the immediate school environment and the community in order to be able to source out all the human and non-human materials that can facilitate science learning. Advantages of using Community Resources for Science teaching 1) They are hands-on resources that give pupils access to real-life experiences. 2) They provide meaningful interactions between pupils and their world. 3) They capture pupils’ interest and makes studying science interesting. 4) They help pupils acquire knowledge and understanding of basic science concepts and the relevance of these to their everyday lives. 5) They make pupils become meaningfully engaged in the processes of science 6) They provide practical support for science teaching 7) They will reinforce the specific science topics focus of each class level in primary school 8) They help to build knowledge, skills and confidence in science teaching 9) They provide pupils with opportunities to reflect on their learning 10) They help pupils to build, retain and communicate knowledge from science activities and experiences 11) They build understanding and use of existing outdoor learning opportunities 12) They facilitate interaction among pupils and teachers 13) They stimulate students’ reasoning and evokes thought-provoking questions 14) They enhance pupils’ development of the ethical dimension of science like objectivity, curiosity, open mindedness, careful observation, humility, persistence, etc. 15) They instill the spirit of cooperation and active participation among learners. In view of the above, there is need for teachers to identify these rich community resources and integrate them into their lessons. Some of these materials and resource persons and the science concepts they can be used to buttress are listed below. Content/Content Element Resource Person Activity 1. Colours a. Various colours around us b. Producing new colours c. Natural colours in certain things d. Uses of colours (understanding the concept of dyes for painting things, dying of materials, obtaining materials to be dyed, noting the processes to be followed) a. Artist (draws, paints) b. Painters c. textile designer (tie & dye adire maker) a. They u

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    Use of Community Resources (Place, Material and Resource Persons) in The Teaching of Primary Science

    Uploaded by

    Dr. Bimbola Dupe Oludipe
    17K views4 pages
    Introduction Science is a systematic way of acquiring and producing knowledge. In essence, science is knowledge-based and process-based. It is systematic in the sense that it is process-based as it involves activities such as carrying out investigation, observation, experimentation, classification, communication, counting or numbering, measurement, inquiry (asking the question-why, what, how, when), prediction, inference, hypothesis formulation, models formation, data interpretation, manipulation, etc. Science and its application (technology) is needed for the overall well-being of humankind (health, telecommunications, transportation, agriculture, industry etc) and so, there is need to teach it well in primary schools since that is where the foundation for its teaching and learning is laid. Science is an action subject that demands that hands-on and mind-on experiences that challenge pupils’ initiatives are encouraged. Teaching methods that promote understanding and thinking with emphasis on scientific processes should be employed and the rote learning of scientific facts de-emphasized. Also, there is need for science teachers to take abstract notion out of science by using real-to-life, simple and down-to-earth instructional materials which can be resourced for from the environment. A science teacher should have a good knowledge of science and skills of improvisation in science(Erinosho, 2000). This is borne out of the fact that science equipments are expensive and most are imported and so, some are not easily accessible for science teaching. Resources for science teaching are not only found in the classroom but they are also available in the immediate school environment and community, As such, a science teacher should be familiar with the immediate school environment and the community in order to be able to source out all the human and non-human materials that can facilitate science learning. Advantages of using Community Resources for Science teaching 1) They are hands-on resources that give pupils access to real-life experiences. 2) They provide meaningful interactions between pupils and their world. 3) They capture pupils’ interest and makes studying science interesting. 4) They help pupils acquire knowledge and understanding of basic science concepts and the relevance of these to their everyday lives. 5) They make pupils become meaningfully engaged in the processes of science 6) They provide practical support for science teaching 7) They will reinforce the specific science topics focus of each class level in primary school 8) They help to build knowledge, skills and confidence in science teaching 9) They provide pupils with opportunities to reflect on their learning 10) They help pupils to build, retain and communicate knowledge from science activities and experiences 11) They build understanding and use of existing outdoor learning opportunities 12) They facilitate interaction among pupils and teachers 13) They stimulate students’ reasoning and evokes thought-provoking questions 14) They enhance pupils’ development of the ethical dimension of science like objectivity, curiosity, open mindedness, careful observation, humility, persistence, etc. 15) They instill the spirit of cooperation and active participation among learners. In view of the above, there is need for teachers to identify these rich community resources and integrate them into their lessons. Some of these materials and resource persons and the science concepts they can be used to buttress are listed below. Content/Content Element Resource Person Activity 1. Colours a. Various colours around us b. Producing new colours c. Natural colours in certain things d. Uses of colours (understanding the concept of dyes for painting things, dying of materials, obtaining materials to be dyed, noting the processes to be followed) a. Artist (draws, paints) b. Painters c. textile designer (tie & dye adire maker) a. They u

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    Introduction Science is a systematic way of acquiring and producing knowledge. In essence, science is knowledge-based and process-based. It is systematic in the sense that it is process-based as it involves activities such as carrying out investigation, observation, experimentation, classification, communication, counting or numbering, measurement, inquiry (asking the question-why, what, how, when), prediction, inference, hypothesis formulation, models formation, data interpretation, manipulation, etc. Science and its application (technology) is needed for the overall well-being of humankind (health, telecommunications, transportation, agriculture, industry etc) and so, there is need to teach it well in primary schools since that is where the foundation for its teaching and learning is laid. Science is an action subject that demands that hands-on and mind-on experiences that challenge pupils’ initiatives are encouraged. Teaching methods that promote understanding and thinking with emphasis on scientific processes should be employed and the rote learning of scientific facts de-emphasized. Also, there is need for science teachers to take abstract notion out of science by using real-to-life, simple and down-to-earth instructional materials which can be resourced for from the environment. A science teacher should have a good knowledge of science and skills of improvisation in science(Erinosho, 2000). This is borne out of the fact that science equipments are expensive and most are imported and so, some are not easily accessible for science teaching. Resources for science teaching are not only found in the classroom but they are also available in the immediate school environment and community, As such, a science teacher should be familiar with the immediate school environment and the community in order to be able to source out all the human and non-human materials that can facilitate science learning. Advantages of using Community Resources for Science teaching 1) They are hands-on resources that give pupils access to real-life experiences. 2) They provide meaningful interactions between pupils and their world. 3) They capture pupils’ interest and makes studying science interesting. 4) They help pupils acquire knowledge and understanding of basic science concepts and the relevance of these to their everyday lives. 5) They make pupils become meaningfully engaged in the processes of science 6) They provide practical support for science teaching 7) They will reinforce the specific science topics focus of each class level in primary school 8) They help to build knowledge, skills and confidence in science teaching 9) They provide pupils with opportunities to reflect on their learning 10) They help pupils to build, retain and communicate knowledge from science activities and experiences 11) They build understanding and use of existing outdoor learning opportunities 12) They facilitate interaction among pupils and teachers 13) They stimulate students’ reasoning and evokes thought-provoking questions 14) They enhance pupils’ development of the ethical dimension of science like objectivity, curiosity, open mindedness, careful observation, humility, persistence, etc. 15) They instill the spirit of cooperation and active participation among learners. In view of the above, there is need for teachers to identify these rich community resources and integrate them into their lessons. Some of these materials and resource persons and the science concepts they can be used to buttress are listed below. Content/Content Element Resource Person Activity 1. Colours a. Various colours around us b. Producing new colours c. Natural colours in certain things d. Uses of colours (understanding the concept of dyes for painting things, dying of materials, obtaining materials to be dyed, noting the processes to be followed) a. Artist (draws, paints) b. Painters c. textile designer (tie & dye adire maker) a. They u

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    17K views4 pages

    Use of Community Resources (Place, Material and Resource Persons) in The Teaching of Primary Science

    Uploaded by

    Dr. Bimbola Dupe Oludipe
    Introduction Science is a systematic way of acquiring and producing knowledge. In essence, science is knowledge-based and process-based. It is systematic in the sense that it is process-based as it involves activities such as carrying out investigation, observation, experimentation, classification, communication, counting or numbering, measurement, inquiry (asking the question-why, what, how, when), prediction, inference, hypothesis formulation, models formation, data interpretation, manipulation, etc. Science and its application (technology) is needed for the overall well-being of humankind (health, telecommunications, transportation, agriculture, industry etc) and so, there is need to teach it well in primary schools since that is where the foundation for its teaching and learning is laid. Science is an action subject that demands that hands-on and mind-on experiences that challenge pupils’ initiatives are encouraged. Teaching methods that promote understanding and thinking with emphasis on scientific processes should be employed and the rote learning of scientific facts de-emphasized. Also, there is need for science teachers to take abstract notion out of science by using real-to-life, simple and down-to-earth instructional materials which can be resourced for from the environment. A science teacher should have a good knowledge of science and skills of improvisation in science(Erinosho, 2000). This is borne out of the fact that science equipments are expensive and most are imported and so, some are not easily accessible for science teaching. Resources for science teaching are not only found in the classroom but they are also available in the immediate school environment and community, As such, a science teacher should be familiar with the immediate school environment and the community in order to be able to source out all the human and non-human materials that can facilitate science learning. Advantages of using Community Resources for Science teaching 1) They are hands-on resources that give pupils access to real-life experiences. 2) They provide meaningful interactions between pupils and their world. 3) They capture pupils’ interest and makes studying science interesting. 4) They help pupils acquire knowledge and understanding of basic science concepts and the relevance of these to their everyday lives. 5) They make pupils become meaningfully engaged in the processes of science 6) They provide practical support for science teaching 7) They will reinforce the specific science topics focus of each class level in primary school 8) They help to build knowledge, skills and confidence in science teaching 9) They provide pupils with opportunities to reflect on their learning 10) They help pupils to build, retain and communicate knowledge from science activities and experiences 11) They build understanding and use of existing outdoor learning opportunities 12) They facilitate interaction among pupils and teachers 13) They stimulate students’ reasoning and evokes thought-provoking questions 14) They enhance pupils’ development of the ethical dimension of science like objectivity, curiosity, open mindedness, careful observation, humility, persistence, etc. 15) They instill the spirit of cooperation and active participation among learners. In view of the above, there is need for teachers to identify these rich community resources and integrate them into their lessons. Some of these materials and resource persons and the science concepts they can be used to buttress are listed below. Content/Content Element Resource Person Activity 1. Colours a. Various colours around us b. Producing new colours c. Natural colours in certain things d. Uses of colours (understanding the concept of dyes for painting things, dying of materials, obtaining materials to be dyed, noting the processes to be followed) a. Artist (draws, paints) b. Painters c. textile designer (tie & dye adire maker) a. They u

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as TXT, PDF, TXT or read online from Scribd
    Download as txt, pdf, or txt
    of 4

    USE OF COMMUNITY RESOURCES (PLACE, MATERIAL AND RESOURCE PERSONS) IN THE TEACHING

    OF PRIMARY SCIENCE

    by

    DR. OLUDIPE, BIMBOLA D.

    Introduction
    Science is a systematic way of acquiring and producing knowledge. In essence,
    science is knowledge-based and process-based. It is systematic in the sense that
    it is process-based as it involves activities such as carrying out investigation,
    observation, experimentation, classification, communication, counting or
    numbering, measurement, inquiry (asking the question-why, what, how, when),
    prediction, inference, hypothesis formulation, models formation, data
    interpretation, manipulation, etc.
    Science and its application (technology) is needed for the overall well-
    being of humankind (health, telecommunications, transportation, agriculture,
    industry etc) and so, there is need to teach it well in primary schools since that
    is where the foundation for its teaching and learning is laid. Science is an
    action subject that demands that hands-on and mind-on experiences that challenge
    pupils’ initiatives are encouraged. Teaching methods that promote understanding
    and thinking with emphasis on scientific processes should be employed and the rote
    learning of scientific facts de-emphasized. Also, there is need for science
    teachers to take abstract notion out of science by using real-to-life, simple and
    down-to-earth instructional materials which can be resourced for from the
    environment.
    A science teacher should have a good knowledge of science and skills of
    improvisation in science(Erinosho, 2000). This is borne out of the fact that
    science equipments are expensive and most are imported and so, some are not easily
    accessible for science teaching. Resources for science teaching are not only found
    in the classroom but they are also available in the immediate school environment
    and community, As such, a science teacher should be familiar with the immediate
    school environment and the community in order to be able to source out all the
    human and non-human materials that can facilitate science learning.

    Advantages of using Community Resources for Science teaching


    1) They are hands-on resources that give pupils access to real-life
    experiences.
    2) They provide meaningful interactions between pupils and their world.
    3) They capture pupils’ interest and makes studying science interesting.
    4) They help pupils acquire knowledge and understanding of basic science
    concepts and the relevance of these to their everyday lives.
    5) They make pupils become meaningfully engaged in the processes of science
    6) They provide practical support for science teaching
    7) They will reinforce the specific science topics focus of each class level in
    primary school
    8) They help to build knowledge, skills and confidence in science teaching
    9) They provide pupils with opportunities to reflect on their learning
    10) They help pupils to build, retain and communicate knowledge from science
    activities and experiences
    11) They build understanding and use of existing outdoor learning opportunities
    12) They facilitate interaction among pupils and teachers
    13) They stimulate students’ reasoning and evokes thought-provoking questions
    14) They enhance pupils’ development of the ethical dimension of science like
    objectivity, curiosity, open mindedness, careful observation, humility,
    persistence, etc.
    15) They instill the spirit of cooperation and active participation among
    learners.
    In view of the above, there is need for teachers to identify these rich community
    resources and integrate them into their lessons. Some of these materials and
    resource persons and the science concepts they can be used to buttress are listed
    below.

    Content/Content Element Resource Person Activity


    1. Colours
    a. Various colours around us
    b. Producing new colours
    c. Natural colours in certain things
    d. Uses of colours (understanding the concept of dyes for painting things,
    dying of materials, obtaining materials to be dyed, noting the processes to be
    followed)

    a. Artist (draws, paints)


    b. Painters
    c. textile designer (tie & dye adire maker)
    a. They use aro to make tie & dye or adire fabric.

    b. Farmers can help identify natural colours of acalypha leaves, lali, kolanuts
    colour

    2. Heat
    Effect of Heat on objects (Change of State- from solids to liquids and vice versa)
    Smelters
    (Iron pot makers,
    Tin smelters)
    Goldsmith
    Blacksmith (agbede)
    a. Tin smelters- tin is a soft metal with low melting point. Foil, used for
    wrapping food e.g. moinmoin, cake, salad, is made from tin smelting

    b. Goldsmith increase the face value of a metal by electroplating it with gold.

    c. They use heat to shape iron into axes, cutlasses, hoes, etc.
    2b. Uses of Heat Launderers/ washerman
    Hairdressers They use heat to dry hair using dryer in the salon
    2c. Uses of Heat (Formation of new substance)
    Local black soap makers
    Ashes which result from burnt cocoa pods are used for the production of local
    black soap
    3. Air Pressure Garri producers Pressure is a function of Force applied. Gari
    producers exert pressure on the gari in the sac by means of the weight placed on
    it to reduce the cyanide content.
    3a. Air has weight Bicycle Repairer Pump a bicycle tube with a bicycle pump
    and experience the force of air pushing it open.
    3b. Air is needed for burning/ combustion Blacksmith (agbede) Blacksmith
    introduce air into their furnace by means of pump to keep the hard shells of nuts
    (eesan) burning until it is red-hot.
    4. Water
    a. Filtration
    Pap Producers (Ogi Makers)
    Clothes or sieve is used to separate the shaft/residue from the filtrate (Ogi)
    5. Gardening
    a. Local tools used for clearing
    b. How the tools are used for clearing
    c. Preparation of site for gardening- clearing or making garden beds or ridges
    Farmer Farmers use tools such as cutlass, hoe, rake, axe, etc for
    clearing land. They then make ridges or garden beds in rows for some plants e.g.
    Yam, Cassava etc.
    6. Observing common
    Animals
    Changes in nature
    i. Changes in Animals

    a. Cattle Rearers
    b. Poultry Farmers

    a. Changes in life cycle of animals


    b. Poultry Farmers can lead pupils to see changes in chameleon, skin changes in
    snake, etc.
    ii. Changes in Plants Farmers Farmers can be helpful in showing products of
    burning- smoke, charcoal, ashes, etc.
    iii. Domestic and Farm Birds
    a. Common domestic birds : chickens, ducks, pigeons, etc
    b. Keeping Poultry Poultry Farmers
    iv. Domestic and Farm Animals
    a. Identification and naming of common farm animals
    b. Different ways of rearing each animal Pig Rearers
    Rabbit Rearers
    Cattle Farmer In cattle farm, piggery and rabbitery, different animals are
    reared.
    7. Types of Force
    a. Muscular Force
    Weightlifter
    Weightlifters lift small or heavy objects to show the use of muscles to exert
    force
    b. Uses of Force Fashion designers
    Radio Mechanics(Rewinders) a. Fashion designers and radio mechanics make use of
    magnets to pick or search for small magnetic substances or iron materials
    b. Rewinders make use of magnets to produce electric motors or Radio transformers
    8. Modelling
    a. Making models of simple objects, animals, human beings, etc with paper, clay
    and other local materials a. wood carvers,
    b. blacksmith,
    c. beads maker These people can model objects using clay, iron, beads, etc.
    9. Housing and Clothing
    a. Types of Clothing material
    a. Cloth seller
    b. Fashion Designer/ Tailor
    Cotton, woolen, synthetic, silk, rayon and rubber materials are used by these
    people
    10. Sounds
    a. Making Sounds with Local Instruments
    a. Hunters
    b. Drummers
    a. They use whistles to produce sound
    b. Beat different kinds of drums
    11. Bulbs, Cells and Batteries
    a. Simple Electric Circuits
    b. Battery cells and Bulb holders Electrician Electricians deal with light and
    they can make these simple electrical connections for pupils to see.
    12. Soap
    a. Making soap with local materials
    b. Making soap with common alkali
    c. Major constituents of soap Local soap producers

    Evaluation
    As highlighted above, select two topics (different from any of the ones above)
    from your NPEC Primary School Curriculum Modules, and state the resource material
    from your community that is appropriate for teaching the topic.
    Content/Content Element Resource Person Activity
    1.

    2.

    Conclusion
    Science learning can become exciting, interesting, enjoyable, stimulating,
    captivating, attractive, arresting and fun to pupils if teachers can go the extra
    mile by teaching pupils using the rich resources available in our community. The
    use of these resources will help pupils to consolidate theoretical understanding
    of scientific concepts, developing cognitive abilities, creative thinking and
    scientific attitudes.

    References
    Erinosho, S. Y. (2000). Teaching Science for Effective Learning in Teaching
    Effectiveness in Nigerian Schools. Published by Department of Curriculum Studies
    and Instructional Technology, Olabisi Onabanjo University, Ago-Iwoye. Pg. 176-177
    Teacher Services. Community Resources for Science, practical support for great
    science teaching. http://crscience.org/teacher/index.html. Downloaded on 27th
    February, 2008

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