Teaching Physics in Nigerian Secondary Schools: Lecture Method Versus Guided Inquiry Approach

Abstract

In this age of information revolution, with the world conglomerating into a global village due to science and technology innovations, science teaching in schools has become indispensable. This paper looks at guided inquiry approach as a strategy for teaching physics in Nigerian secondary schools as against the lecture method. Advantages and disadvantages of lecture method were x-rayed. The paper also delved into the philosophical and psychological bases of lecture and inquiry methods, and the advantages and challenges of teaching physics using guided inquiry approach. The advantages of teaching physics using guided inquiry approach include active participation of students in learning physics concepts and processes; and increase in the ability of students to deal effectively with structured situations within and outside the classroom. Challenges such as lack of materials needed for guided inquiry investigations and difficulty in developing materials locally for students' investigations in the guided inquiry class were identified. Some implications of teaching physics by guided inquiry approach for physics teacher education in Nigerian were also exploded. For instance, physics teacher-in-training must be taught hoe to select and implement physics programmes which have a strong and constant emphasis on the guided inquiry approach. Recommendations were proffered which, when implemented, would aid in overcoming the challenges that face the teaching of science as guided inquiry in Nigerian secondary schools.