Traditional Practices in Plateau State that Promote the Learning and Teaching of Senior Secondary School Chemistry

Ponfa Mamfa Jantur


Today, more than ever, senior secondary school chemistry teachers are being bombarded with requests to utilize the vast resources of the community to provide “real and meaningful” experiences and opportunities for early career decision making for their students. Teachers are being told that before students can generate a value system that will enable them to realize their fullest potential and subsequently contribute to a community, they must be provided with appropriate experiences. Experiences that will foster the development of positive self-concepts to the extend that students value themselves as an integral part of a community. Teachers are also told that just as everyday experiences do not occur in discrete, photon-like packets, they should not permit their students’ learning potentials to be restricted by the walls of the school building. Within each specific course, outline-guides encourage teachers to provide community related “hands on experiences” and “realistic opportunities”. This paper attempt to look at the learning and teaching of chemistry, and traditional practices in plateau state and their implications for the learning/ teaching of senior secondary school chemistry.

DOI: 10.5901/mjss.2013.v4n12p133

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This work is licensed under Creative Commons Attribution 3.0 License.

Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)

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