Leadership
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Head of Department - Prof. Ngozi Okafor FSTAN
Professor Ngozi Phiolmena Okafor was born into the family of Chief and Mrs. John-Josephine Emechebe of blessed memory. She completed her academic studies from Immaculate Heart and St. Michael’s Primary Schools, Fegge, Onitsha, in 1975; Abbot Girls Secondary School Ihiala, in 1980; Bachelor, Master’s and Doctor of Philosophy degrees in chemistry Education from Bendel State University Ekpoma, University of Lagos and University of Ibadan respectively.
She is a Professor of Chemistry Education in the Department of Science Education, University of Lagos. She is currently the Head of the Department of Science Education. She has over 81 scholarly articles in reputable journals and proceedings with good exposures to conferences, researches, seminars, workshop. She has authored several books on chemistry education, primary science and curriculum development. She belongs to many professional bodies within and outside Nigeria such as Science Teachers’ Association of Nigeria (STAN), Abuja; Michigan Science Teachers’ Association (MSTA),USA; National Science Teachers’ Association (NSTA), USA; 2009; World Council for Curriculum and Instruction (WCCI) San Diego, USA and Organization of Women in Science for Developing World (OWSD), Italy. She has made several contributions in academics, church and community organizations in diverse ways as outlined below:
She was the First Female Ph.D student that attended 1995 Beijing Conference in China on agenda for women’s empowerment and gender equality (on equal payment, end to sexual harassment and all forms of violence against women & girls, equal participation in political life and decision making among others.
Prof. Ngozi Okafor FSTAN
Head of Department (HOD)
Our Vision
To be a leading department driving excellence in science education nationally and globally.
Our Mission
To produce skilled science educators equipped for dynamic roles in education, research, and leadership, contributing to Nigeria’s development
Explore Latest Research Publication
Application of Online Pedagogy to Enhance Undergraduates’ Learning Outcomes in Chemistry. Science Education International.
Okafor, N. (2022). Application of Online Pedagogy to Enhance Undergraduates’ Learning Outcomes in Chemistry. Science Education International. 33(3); 284-290. A publication of International Council of Association for Science Education (ICASE), University of Otago College of Education, New Zealand. Available at https://www.icaseonline.net/journal/index.php/sei/issue/view/22and https://doi.org/10.33828/sei.v33.i3.3
Influence of Learners’ Characteristics and Enabling Inputs on Secondary School Students’ Achievement in Chemistry
Okafor, N & Fajugbagbe, O (2022). Influence of Learners’ Characteristics and Enabling Inputs on Secondary School Students’ Achievement in Chemistry. International Journal of Research and Innovation in Social Science (IJRISS). 6(5), 755-761. A publication of Research and Scientific Innovation Society, Gurugram, Delhi, India. Available online at www.rsisinternational.org/journals/ijriss.
Promoting critical thinking skills of secondary school chemistry students’ through 7e-Learning cycle model
Okafor, N & Nwonu, H. (2021). Promoting critical thinking skills of secondary school chemistry students’ through 7e-Learning cycle model. Tropical Journal of Education, 3 (1/2),16-27. A Publication of Cape Peninsula University of Technology, Cape Town, South Africa, Available online at Credencepressltd.com. DOI http://doi.org/10.47524/tje.v3i1.17
Role model attributes as correlates of slow learners’ motivation and understanding of chemistry concepts in Lagos State schools
Okafor Ngozi (2021). Role model attributes as correlates of slow learners’ motivation and understanding of chemistry concepts in Lagos State schools. KIU Journal of Humanities. 6 (4); 79-90 (December). A Publication of College of Humanities and Social Sciences, KampalaInternationaL University,Uganda. ISSN24150843Availabl e@https://www.kampalajournals.ac.ug/ojs/ind ex.php/kiuhums/article/view/1370/1442
Students’ perception of kitchen activity groups in promoting understanding of thermodynamics concepts and problem-solving skills in secondary school chemistry
Okafor, Ngozi (2021). Students’ perception of kitchen activity groups in promoting understanding of thermodynamics concepts and problem-solving skills in secondary school chemistry. KIU Journal of Humanities. 6(2),3; 163-174 (June). A Publication of College of Humanities and Social Sciences, Kampala International University, Uganda. ISSN:2415-0843;Available@https://www.kampalajournals.ac.ug/ojs/index.php/kiuhums/article/view/1265