Volume 27, Issue 1, October 2016, Pages 225–228
Emmanuel Osiewundo Ojo1, A. A. Adelowo2, C. B. Emefiene3, E. O. Kalu4, A-M. T. Adebayo5, and H. O. Ibrahim6
1 Science Infrastructure Department, National Agency for Science and Engineering Infrastructure, (NASENI), Abuja, Nigeria
2 Science Infrastructure Department, National Agency for Science and Engineering Infrastructure, (NASENI), Abuja, Nigeria
3 Research and Development Department, Engineering Materials Development Institute (EMDI), Akure, Nigeria
4 Science Infrastructure Department, National Agency for Science and Engineering Infrastructure, (NASENI), Abuja, Nigeria
5 Science Infrastructure Department, National Agency for Science and Engineering Infrastructure, (NASENI), Abuja, Nigeria
6 Science Infrastructure Department, National Agency for Science and Engineering Infrastructure, (NASENI), Abuja, Nigeria
Original language: English
Copyright © 2016 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
In order to succeed in physics especially in the Nigerian educational system, students must expand an understanding of abstract concepts. Elementary instructors often use manipulatives to represent concretely the abstract concepts that students are learning and to connect these concepts to previous knowledge as relates to physics. Traditionally, instructors and learners used concrete manipulatives, however, in many contemporary classrooms instructors and students also use manipulatives (pictorial and virtual). This review article will begin by defining, and providing examples and potential applications of manipulatives. Next, this review article will present the theoretical foundations and importance for teachers and students to use manipulatives in physics education in Nigerian educational system. Finally, this review article will review the literature on the impacts of teachers and students using physics manipulatives. The authors hope that this review article reveals the factors and conditions that may contribute to instructors’ and learners successes and struggles with use the manipulatives.
Author Keywords: Physics, Manipulatives, Teaching, Secondary Education, Nigeria.
Emmanuel Osiewundo Ojo1, A. A. Adelowo2, C. B. Emefiene3, E. O. Kalu4, A-M. T. Adebayo5, and H. O. Ibrahim6
1 Science Infrastructure Department, National Agency for Science and Engineering Infrastructure, (NASENI), Abuja, Nigeria
2 Science Infrastructure Department, National Agency for Science and Engineering Infrastructure, (NASENI), Abuja, Nigeria
3 Research and Development Department, Engineering Materials Development Institute (EMDI), Akure, Nigeria
4 Science Infrastructure Department, National Agency for Science and Engineering Infrastructure, (NASENI), Abuja, Nigeria
5 Science Infrastructure Department, National Agency for Science and Engineering Infrastructure, (NASENI), Abuja, Nigeria
6 Science Infrastructure Department, National Agency for Science and Engineering Infrastructure, (NASENI), Abuja, Nigeria
Original language: English
Copyright © 2016 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
In order to succeed in physics especially in the Nigerian educational system, students must expand an understanding of abstract concepts. Elementary instructors often use manipulatives to represent concretely the abstract concepts that students are learning and to connect these concepts to previous knowledge as relates to physics. Traditionally, instructors and learners used concrete manipulatives, however, in many contemporary classrooms instructors and students also use manipulatives (pictorial and virtual). This review article will begin by defining, and providing examples and potential applications of manipulatives. Next, this review article will present the theoretical foundations and importance for teachers and students to use manipulatives in physics education in Nigerian educational system. Finally, this review article will review the literature on the impacts of teachers and students using physics manipulatives. The authors hope that this review article reveals the factors and conditions that may contribute to instructors’ and learners successes and struggles with use the manipulatives.
Author Keywords: Physics, Manipulatives, Teaching, Secondary Education, Nigeria.
How to Cite this Article
Emmanuel Osiewundo Ojo, A. A. Adelowo, C. B. Emefiene, E. O. Kalu, A-M. T. Adebayo, and H. O. Ibrahim, “The Use of Manipulatives Materials in the Teaching of Physics in Secondary Education in Nigeria: An Overview,” International Journal of Innovation and Scientific Research, vol. 27, no. 1, pp. 225–228, October 2016.
