Science for development: failure in Ghana

Abstract

The deplorable situation in almost all Third World countries with respect to diseases, poverty, housing and sanitation has prompted governments in these countries to look to science and technology as the panacea to their problems. Their belief rests on the evidence that science is an integral part of modern western society and that the levels of utilization of technology are directly related to their scientific progress. Science and science education are therefore considered to be the vehicles to uplift the Third World countries from their deplorable living conditions. Various strategies have been advanced and introduced by concerned international organizations including UNESCO. The ‘Science for Development' model has been highlighted and practiced since the 1960s.Unfortunately realistic results have not been fort-coming. The factors for the seemingly intractable failures of the ‘Science for Development' model have been identified in this paper .Among these is the fact that cultural perspectives have been ignored in the implementation of the imported model which is based on western worldview. The recommended constructivist approach to teaching and learning is also based on western worldview. The Ghanaian worldview has been discussed and recommendations made as to how to incorporate this worldview into the teaching and learning of science. African Journal of Educational Studies in Mathematics and Sciences Vol. 2(2) 2004: 11-30