Developing countries have limitations in almost every area of modernization. These limitations are not limited to only education and the classroom in which teachers and learners exercise their duties but also other aspects of human endeavours. Scholarly approaches embraced by educators in the quest to evolve knowledge, especially, those whose basis arise from Science and Mathematics have generated considerable improvement over the years. These approaches beget a pattern aimed at preparing emerging learners with up to date knowledge on how best to solve challenges required of complex, yet human everyday life. The goal of education and by extension science is to equip citizen with requisite skills to embrace challenges and solve human everyday problems. This article exposes the trend in STEM, STEAM and STREAM approaches, as well as, the rationale for each of the appendage component of the evolution. The global application of robots in areas with shortage of manpower is a trend in global economy and governance. Africa’s classroom integration and limitation of technology in classroom learning can potentially be resolved with solutions from robotics. A measure of the grounds covered in the developing countries and the gap expected to be covered were extensively explored. The limitation in knowledge, expertise and resources to cope with these emerging trends for purposeful and meaningful classroom integration in Africa were investigated.

This study investigated pedagogical implication of spatial visualization as correlate of students’ achievement in physics. Ex post facto research of the co-relational type with 857 senior secondary school three (S. S. 3) participants comprising of male and female students from both public and private-schools from Kwara State, Nigeria. Four research questions with corresponding hypotheses were raised and answered in this study. Pro forma of physics result of respondents at WASSCE formed the achievement component of the data analysed. Students’ Spatial Visualization Test (SSVT) had reliability index of .78 with 30 minutes duration of administration as the other instrument. Pearson’s Product Moment Correlation (PPMC) and Multivariate Analysis of Variance (MANOVA) were statistical tools employed to analyze data that answered the research hypotheses. Spatial visualization ability is a correlate of students’ achievement in physics in this study. Score levels and gender were found to influence the prediction between spatial visualization ability and physics achievement. Furthermore, school type influenced the prediction between spatial visualization ability and students’ achievement in physics in favour of the private-schools that participated in this study. The pedagogical implication of this pattern is that, students trained in spatial ability own the possibility of better achievement in STEM fields as identified in the literature and this study. Among others, this study recommends that spatial visualization tests should be embedded in the pedagogical approach of physics teaching and learning to foster achievement in physics and STEM-related fields.

The awareness and application of the knowledge of Further Mathematics transcends the boundary of Physics as a discipline. The need to explore means of improving students’ achievement in physics remains valid in the parlance of research. The use of mathematical knowledge in resolving physics is established in the literature. Over the years, students offer general mathematics and physics at the same time, yet, perform unsatisfactorily in physics. The application of further mathematics in physics and vice versa is evident in the curriculum. This study explored predictively, the correlation in the achievement of students in physics and further-mathematics. Ex post facto research of the co-relation type was employed in the comparison of pro forma of respondents in West African Senior School Certificate examination (WASSCE). Purposive sampling technique was employed in the selection of 103 respondents for the study. PPMC and MANOVA was employed in the analysis of data. The study observed a significant prediction in the achievement of students offering further mathematics and physics. However, gender and school type were not significant influencer the correlation between these two subjects. This study recommended that equal opportunities exist for male and female students, as well as, in public and private schools in these subject areas.

The general poor performance of students in national examinations in recent past have brought about doubts from relevant quarters as to the activities of stakeholders towards improving students' performance in Science and generally Science Education. Researchers have succinctly identified causes of poor performance among students and have acted in various capacities to remediate this occurrence. However, government, teachers and students have peculiar challenges for effective and successful improvement from the status quo. Whether the roles are practicable under the current socioeconomic realities in Nigeria remains a probable question. Hence, this study researched the responsibilities of government, teachers and students in qualitative development of science education in Nigeria. The researcher reviewed the global educational practices to what is obtainable in Nigeria vis-à-vis the UNESCO benchmark. Also, this study suggests plausible solutions to the peculiar problems arising from the neglect of global and international best practices in Nigeria.

The decision to integrate Nature of Science into classroom practice is no longer a debate among science educators and curriculum experts. There exists empirical evidence to substantiate its effectiveness, judging by both the academic performance and ability of students to conceptualize abstract yet teachable areas in science. Curriculum and Assessment Policy Statement of physical science permits for teachers, fundamentally, the discretion to inculcate and incorporate Nature of Science in classroom practices. However, the usual classroom practices are far from the expectations of both curriculum experts and policy makers in the field of science education. Ambiguity, accessibility, and perceived non-domestication were three areas identified in the literature to be responsible for lack of integration aside capacity building. This manuscript provided answers to the three areas of need by traversing relevant literature on both Nature of Science and Science education with a view to aggregate and simplifies scholarly positions for easy classroom usage for teachers and educators alike. Positions were drawn from nature of science, attendant curriculum, and position of literature with respect to the locale. Literature reviewed in this manuscript avail reader’s inherent conditioning and grit to understand nature of science and its essence in science teaching and learning.