Exploring the Constructive Alignment of Pedagogical Practices in Science and Engineering Education in Sub- Saharan African Universities: A Nigerian Case Study
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Date
2021
Journal Title
Journal ISSN
Volume Title
Publisher
IJEP
Abstract
Improved pedagogical approaches in teaching science and
engineering are crucial to solving the most pressing technological challenges
faced in most developing countries especially in Sub-Saharan African
Universities. Despite the avalanche of programs to train faculty members to fill
this need, there is a need to conceptualize benchmarks for evaluating how
teaching should be delivered to students in our institutions. The aim of this paper
is to showcase how science and engineering courses can be taught in a more
effective manner in our universities, with a pilot deep-dive into a few courses
taught in the faculties of science and engineering in selected Nigerian
Universities using the backward design approach. Five (5) case studies of
undergraduate science and engineering courses were outlined and the backward
design approach was used to put them into context. These case studies show how
courses can be taught and assessed following three important steps. Distinct
recommendations for science and engineering faculty members based on the
outcome of this study are: defining clear learning objectives and outcomes,
aligning assessment and evaluation methodologies, and constructively aligning
all aspects of the curriculum and instructional materials. In addition, learning
outcomes can be evaluated real-time in the classroom using the proposed
pedagogies.
Description
Staff Publication
Keywords
Pedagogy;, Technology:, Sub-Saharan Africa;, Engineering Education;, Blooms’ Taxonomy;, Backward Design Approach