Repositioning Secondary School Science Teachers’ Pedagogical Beliefs and Information and Communication Technology (ICT) Classroom Practices for Sustainable Science Education in Post Covid-19 Era

Abstract

In today’s global Education system, science education is much more than fact-based knowledge. Science education becomes meaningless and incomprehensible for learners if they are unable to relate it with their lives. This paper critically examines some issues and challenges of secondary school science teachers’ pedagogical beliefs, information and communication technology (ICT) classroom practices, Covid-19 pandemic and the need to adopt science, technology and society approach for delivery of Science Education for sustainability in the post covid-19 Era. The paper concludes with recommendations for the overall improvement of Science Education in Nigeria.

Keywords:Science Teachers, Pedagogical beliefs, information and communication technology, class room practices, post-covid 19 era.

DOI: 10.7176/JEP/13-6-02

Publication date: February 28^th 2022