Volume 8 Issue 1 (2019)

Authentic Learning in Science and Technical Education (STE) to Enhance Technologies in Education, Nigeria

pp. 7-18  |  Published Online: September 2019  |  DOI: 10.22521/unibulletin.2019.81.1

Aina Jacob Kola and Ajiboye Kehinde


The purpose of this study is to discuss the enhancement of technology in education through authentic learning in science and technical education in the case of Nigeria. The authors reviewed numerous academic journals and books on authentic learning, science and technical education in order to support their position. The study is concerned with the challenges of the slow pace of technological development in Nigeria amidst the global burgeoning of science and technology. The authors attributed this problem to the absence of authentic learning in science and technical education in the Nigerian school system. Authentic learning is active learning where students are actively involved in the learning process. The study reviews nine elements of authentic learning with its application to science and technical education as a foundation for quality technologies in education. The paper discusses the relationship between science education and technical education. It concludes that in order to achieve quality technologies in education that match the technological needs of the Nigerian labor market requires authentic learning in science and technical education. The paper also discusses its implications for Nigeria at a national level.


Keywords: authentic learning, science education, technical education, pedagogy


Aina, J. K. (2017a). A review of the importance of peer instruction argumentative strategy (PIAS) in science learning. Educational Process: International Journal, 6(3), 42-55.

Aina, J. K. (2017b). The physics authentic learning experience through the peer instruction. Saarbrucken: LAP Lambert Academic.

Aina, J. K. (2018). Physics learning and the application of multiple intelligences. Brazilian Journal of Environmental Management and Sustainability, 5(9), 381-391.

Aina, J. K., & Langenhoven, R. (2015). Teaching method in science education: the need for a paradigm shift to peer instruction (PI) in Nigerian schools. International Journal of Academic Research and Reflection, 3(6), 6-15.

Al-Hebaishi, S. M. (2017). The effect of peer instruction method on pre-service teachers’ conceptual comprehension of methodology course. Journal of Education and Learning, 6(3), 70-82.

Boud, D., Keogh, R., & Walker, D. (1985). Promoting reflection in learning: A model. In D. Boud & R. Keogh & D. Walker (Eds.), Reflection: Turning experience into learning (pp. 18-40). London: Kogan Page.

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.

Cho, A. (2013). YouTube and academic libraries: Building a digital collection. Journal of Electronic Resources Librarianship, 25(1), 39-50.

Collins, A., Brown, J. S., & Holum, A. (1991). Cognitive apprenticeship: making thinking Visible. American Educator, 6(11), 38-46.

Eik, C. J., & King Jr, D.T. (2012). Nonscience majors’ perceptions on the use of YouTube video to support learning in an integrated science lecture. Journal of College Science Teaching, 42(1), 26-30.

Erduran, S., Ardac, D., & Yakmaci-Guzel, B. (2006). Learning to teach argumentation: case studies of pre-service secondary science teachers. Eurasia Journal of Mathematics, Science and Technology Education, 2(2), 1-14.

Federal Republic of Nigeria. (2008). National Policy on Education, Yaba. Lagos: ERDC

Herr, N. (2007). Elements of critical thinking. The sourcebook for teaching science. San Francisco. CA: John Wiley.

Herrington, J. A. (1997). Authentic learning in interactive multimedia environments. (Doctoral dissertation). Edith Cowan University, Joondalup, Australia. Retrieved from http://ro.ecu.edu.au/theses/1478.

Herrington, J., & Kelvin, L. (2007). Authentic learning supported by technology: 10 Suggestions and cases of integration in classrooms. Educational Media International, 44(3), 219-236.

Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23-48.

Herrington, J., Oliver, R., & Reeves, T. (2003). 'Cognitive “Cognitive realism' realism” in online authentic learning environments. In D. Lassner & C. McNaught (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications (pp. 2115-2121). Chesapeake, VA: AACE.

Herrington, J., Reeves, T. C., & Oliver, R. (2010). A guide to authentic e-learning. New York: Routledge.

Honebein, P. C. (1996). Seven goals for the design of constructivist learning environments. In B. G. Wilson (Ed.), Constructivist learning environments: case studies in instructional design (pp. 11-24). Englewood Cliffs, NJ: Educational Technology Publications.

Jhurree, V. (2005). Technology integration in education in developing countries: Guidelines to policymakers. International Education Journal, 6(4), 467-483.

Johnston, S., & Cooper, J. (1997). Instructional scaffolding to improve learning. Cooperative and College Teaching, 9(3), 1-6.

Jones, T., & Cuthrell, K. (2011). YouTube: Educational potentials and pitfalls, computers in the schools. Interdisciplinary Journal of Practice, Theory, and Applied Research, 28(1), 75-85.

Kame’enui, E. J., Carnine, D. W., Dixon, R. C., Simmons, D.C., & Coyne, M.D. (2002). Effective teaching strategies that accommodate diverse learners (2nd ed.). Upper Saddle River, NJ: Merrill Prentice Hall.

Katz, S., & Lesgold, A. (1993). The role of the tutor in computer-based collaborative learning situations. In S. P. Lajoie & S. J. Derry (Eds.), Computers as cognitive tools (pp. 289-317). Hillsdale, NJ: Lawrence Erlbaum.

Kaufman, E., Robinson, J. S., Bellah, K. A., Akers, C., Haase-Wittler, P., & Martindale, L. (2008). Engaging students with brain-based learning. Retrieved from https://www.researchgate.net/publication/253117676.

Kuhn, D. (2009). Teaching and learning science as argument. Science Education, 94(5), 810-824.

Kuhn, L., & Reiser B. (2005). Students constructing and defending evidence-based scientific explanations. Retrieved from http://www.teseerx.ist.psu.edu/viewdoc/download?doi=

Lamanauskas, V., Lordache, D. D.,& Pribeanu, C. (2017). Social influence and dependence in the Facebook use by Romanian and Lithuanian university students. Problems of Education in the 21st Century, 75(4), 354-365.

Lombardi, M. M., & Oblinger, D. G. (Ed.). (2007). Authentic learning for the 21st Century : An overview. Educause. Retrieved from https://library.educause.edu/-/media/files/library/2007/1/eli3009-pdf.pdf.

Milson, A. J. (2002). The internet and inquiry learning: Integrating medium and method in a sixth-grade social studies classroom. Theory & Research in Social Education, 30(3), 330-353.

Mims, C. (2003). Authentic learning: A practical introduction & guide for implementation. Meridian. A Middle School Computer Technologies School, 6(1), 1-12.

National Bureau of Statistics. (2017). Labour Force Statistics Vol. 1: Unemployment and Underemployment Report (Q1-Q3 2017). Abuja, Nigeria: National Bureau of Statistics.

Ojimba, D. P. (2012). Vocational and technical education in Nigeria: Issues, problems and prospects’ dimensions (IPP). Journal of Educational and Social Research, 2(9), 23-30.

Okolocha, C. C. (2012). Vocational-technical education in Nigeria: Challenges and the way forward. Business Management Dynamics, 2(6), 1-8.

Olajide, S. E. (2015). Repositioning technical and vocational education toward eradicating unemployment in Nigeria. International Journal of Vocational and Technical Education, 7(6), 54-63.

Oleabihele, E. O., Ugbabor, E. I., & Erhirhie, C. O. (2012). Vocational-technical education and entrepreneurship education. Book of Readings, 2(2), 24-29.

Ouko, S., Aurah, C., & Amadalo, M. (2015). Peer instruction and secondary school students achievement in vectors. Journal of Education and Practice, 6(27), 175-180.

Riveros, H. G. (2012). Pleasure as a teaching tool. Latin American Journal of Physics Education, 6(1), 59-62.

Rosenshine, B., & Meister, C. (1992). The use of scaffolds for teaching higher-level cognitive Strategies. Educational Leadership, 49(7), 26-33.

Rule, A. (2006). Editorial: The components of authentic learning. Journal of Authentic Learning, 3(1), 1-10.

Sampson, V., Enderle, P., & Grooms, J. (2013). Argumentation in science education. Science Teacher, 80(5), 30-33.

Sayan, H. (2016). Affecting higher students learning activity by using WhatsApp. European. Journal of Research and Reflection in Educational Science, 4(3), 88-93.

Shariffuddin, S., Raihan, W., Shaaidi, W. R. W., & Hashim, S. M. (2016, December). WhatsApp as an instructional tool beyond a classroom in a Malaysian college. Paper presented at the International Conference on Information Technology (ICIT 2016). Retrieved from https://www.researchgate.net/publication/306239521.

Tamim, R. M. (2013). Teachers’ use of YouTube in the United Arab Emirates: An exploratory study. Computers in the Schools, 30(4), 329-345.

Wanbugu, P. W., Changeiywo, J. M., & Ndiritu, F. G. (2013). Investigations of experimental cooperative Concept mapping instructional approach on secondary school girls’ achievement in Physics in Nyeri County, Kenya. Journal of Education and Practice, 4(6), 120-130.

Watters, J. J., & Ginns, I. S. (2000). Developing motivation to teach elementary science: effects of collaborative and authentic learning practices in preservice education. Journal of Science Teacher Education, 11(4), 301-321.

Young, M. F. (1993). Instructional design for situated learning. Educational Technology Research and Development, 41(1), 43-58.



► New issue coming soon! (Volume 13 Issue 1, 2024)

Call for Papers

UNIBULLETIN is calling for submissions. Authors are invited to submit papers from the all fields of the Education (General) and Social Sciences (General) in the international context. All submissions should be presented only in English.