INNOVATION, INNOVATIVE TEACHING AVAILABLE FOR TEACHING AND LEARNING OF SCIENCE PROGRAMME IN TERTIARY INSTITUTIONS IN NIGERIA

Abstract

Introduction

National Policy on Education (2013) of Nigeria defined tertiary education as the education given after Post Basic Education in institutions such as Universities and Inter-University Centres such as the Nigeria French Language Village, Nigeria Arabic Language Village, National Institute of Nigerian Languages, institutions such as Innovation Enterprise Institutions (IEIs), and Colleges of Education, Monotechnics, Polytechnics, and other specialized institutions such as Colleges of Agriculture, Schools of Health and Technology and the National Teachers' Institutes (NTI).  Tertiary education is an organized educational system that is consciously designed for manpower production, in-service training and national development. Tertiary education is an education that advances teaching, research and community services for national development. Tertiary education is an education industry that is meant for the production of manpower and national development via implementation of teaching, research and provision of community services (Ogunode, 2025). The objectives of tertiary education includes; to provide higher education opportunities via effective teaching, researching and provision community services; to develop produce students with specialized knowledge and skills for solving personal problem and national problem; to prepare student for national workforce and to contribute to societal and community development; to provide academic program of various disciplines; to provide quality instruction in field of studies and to conduct researches to generate new knowledge for national development and to solve complex problems(Ogunode, 2025).

Tertiary institutions in Nigeria offered science programme. Science is the field concerned with sharing science content and process with individuals not traditionally considered part of the scientific community. The traditional subjects included in the standards are physical, life earth, space and human science (Kola, 2013). Science study requires a variety of unique instructional materials in addition to those materials common to all education. A science facility must have space to accommodate this variety in combination with hands on instructional strategies. Science instructional areas have spatial and material needs that are different from those considered in designing a general use in classroom (Ndayebom, & Olamoyegun, 2022). The science programs include Mathematics, Physics, Chemistry, Biology, Further Mathematics, Technology, Technical Drawing etc. Science programs in Nigerian schools are given maximum attention due to their significant contribution to the technological development of the country. (Adolphus, 2019) asserted that in Nigeria, science is taught and learnt as Basic Science and Technology from primary to junior secondary levels, and as biology, chemistry and physics for three years in the senior secondary (SS) classes (SS1-3). The government recognizes the importance of science to the development of its young citizenry as demonstrated in the national policy and other curricula texts, “in recognition of the fundamental importance and cost-intensive nature of science, technology and trade/entrepreneurship, Government shall provide adequate funds for science, technology and trade/entrepreneurship education” (FRN 2013).

Science programme is defined according to Ogunode, & Aiyedun (2020) as programmes that are mathematical oriented. Science programme is also viewed as programme that are involved in practicals. Science programme is the programme that is very important to the social economic and technological development of a nation. The place of science programmes in the development of the social. Economic and technological development cannot be underestimate. Science education deals with sharing of science concepts and procedure with people who are not considered customarily to be individual from the empirical researchers; the people could be students, ranchers, advertiser, sales women or an entire network. It is based on this background that this paper seek to explore the various innovative teaching methods available for the teaching and learning of science programme in the tertiary institutions in Nigeria. Thus, this chapter is discussed under the following subheadings.

1. Concept of Innovation
2. Concept of Innovative Teaching Methods
3. Various Innovative Teaching Method Available for Teaching and Learning of Science Programme