Abstract

Science is a body of knowledge about the natural world (the environment) that is testable, verifiable or falsifiable by using organized scientific methods and skills. It has been generally asserted that the rate of development of any nation depends on the level of her citizens’ scientific literacy and competence in science process skills. The methods of teaching/learning science in Nigeria have hardly provided for the acquisition of these literacy and skills. There is also a reported dwindling in performance and enrollment in science. For Nigeria to be able to move forward and achieve sustainable development, more needs to be done in terms of scientific literacy and process skills of individual Nigerians. This paper posits that the dwindling performance and enrollment in science is as a result of the disconnection between classroom science and everyday life which makes the science learning uninteresting and irrelevant to the student. There are common phenomena in the student’s environment that can be connected to classroom science by several planned and organized activities by the teacher. To promote meaningful learning, and thus empower the individual for national growth, this paper recommends a bridge of the disconnect (gap) between classroom science teaching and everyday life.

Key words: Everyday life, classroom, science, connecting.