problem militating the implementation of ube health education curriculum in a post covid 19 era



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problem militating the implementation of ube health education curriculum in a post covid 19 era



ABSTRACT

The focus of the article is on problemĀ  militating the implementation of ube health education curriculum in a post covid 19 era. It argued that conventional strategies of teaching are not adequate for teaching science during the pandemic because of the lockdown and social distancing. The script is of the view that e-learning would be the best alternative: however, the various modes of e-learning required face-to-face lecturing, which may not be possible at this period. In light of this, the authors believed the Google Classroom framework, which has been in vogue in many countries of the world could be the best. The paper reviewed the benefits of Google Classroom based on the countries that had used the method. The manuscript mentioned some challenges that can militate against the implementation of the strategy in Nigeria. It was concluded that Google Classroom could be the alternative to science teaching and learning at this period if all the challenges mentioned were mitigated. Finally, the implications of the paper were highlighted.

CHAPTER ONE
INTRODUCTION
The emergence of Corona virus known as the COVID-19 pandemic devastated all sectors of the global economy. The educational system of the world was halted because of social distancing and the lockdown. The conventional paradigm of teaching fails and teaching/learning suffers a severe setback all over the world including Nigeria. Teaching and learning in science education is evolving. Many decades ago in Nigeria, the conventional methods of teaching holds sway in the educational sector (Aina & Langenhoven, 2015). In recent times, teaching and learning had developed into an electronic paradigm (e-learning) that pervaded the entire schools of the world. However, in Nigeria''''s higher education context the issue of e-learning is not common (Ajadi, Salawu & Adeoye, 2008; Kyari, Adiuku-Brown, Abechi & Adelakun, 2018). The world is not static but dynamic and technology is changing human endeavor rapidly. Along with the changes are various challenges the human race is facing which makes our education fragile and weak such as the current problem of COVID-19 pandemic. The pandemic has exposed the weakness in teaching and learning in Nigerian schools because the typical teaching paradigm fails.
In Nigeria, the current lockdown in the country occasioned by the COVID-19 pandemic is severely impacting science education. The advent of Coronavirus (COVID-19) in Nigeria has dealt a severe blow to the education of the nation in 2020. The effect of the pandemic is alarming in the educational system of the nation (Sahu, 2020). Within short months the virus entered the country it spread widely to nearly all the states. The government short downs all schools in the nation and clamoring for social distancing to curtail the spread of the virus. Social distancing is one of the community mitigation measures that are recommended during influenza pandemics (Ahmed, Zviedrite & Uzicanin, 2018). Social distancing has been considered effective to curb the spread of COVID-19 (Blocken, Malizia, van Druenen & Marchal, 2020). Social distancing is a step taken to reduce physical contact with other individuals (European Centre for Disease Prevention and Control, 2020). It is a measure taken during a pandemic to restrict when and where people can gather to stop the spread of an infectious disease.

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ABSTRACT The focus of the article is on problem militating the implementation of ube health education curriculum in a post covid 19 era. It argued that conventional strategies of teaching are not adequate for teaching science during the pandemic because of the lockdown and social distancing. The script is of the view that e-learning would be the best alternative: however, the various modes of e-learning required face-to-face lecturing, which may not be possible at this period. In light of this, the authors believed the Google Classroom framework, which has been in vogue in many countries of the world could be the best. The paper reviewed the benefits of Google Classroom based on the countries that had used the method. The manuscript mentioned some challenges that can militate against the implementation of the strategy in Nigeria. It was concluded that Google Classroom could be the alternative to science teaching and learning at this period if all the challenges mentioned were mitigated. Finally, the implications of the paper were highlighted. CHAPTER ONE INTRODUCTION The emergence of Corona virus known as the COVID-19 pandemic devastated all sectors of the global economy. The educational system of the world was halted because of social distancing and the lockdown. The conventional paradigm of teaching fails and teaching/learning suffers a severe setback all over the world including Nigeria. Teaching and learning in science education is evolving. Many decades ago in Nigeria.. Click here for more

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