The Poverty of Lecture as an Instructional Strategy in the Teaching of Science at the Secondary School Level

Abstract

The issue of concern in this discourse is the poverty of lecture method of teaching in the teaching and learning of science subjects in the secondary school. Often times, science teachers cast aspersions on the prevalence of lecture in science classrooms given the popular belief that science, by its nature, dictates that activity-oriented methods should be used rather than a rather passive method like lecture method. It has however been argued in this paper that when lecture is enriched, it serves a vital role in delivering science lessons profitably. Based on this position, it was recommended that lectures should be suffused with other methods, science teachers are advised to use visual aids as they teach and emphasis should be placed on hand-on-activities and experiences so as to maximally realize the benefits of lecture as an instructional process so as to improve field practice.