Introduction
Study has shown that there is a significant relationship between cultural practices and the students' achievement in Science and Technology (Agogo, 2010). The researcher continues that a learner who is not positively disposed to or has a socio-cultural background that is indifferent to the learning of science would find it uneasy to accept new scientific concepts.
Deducing from the above researcher's finding, it may be pertinent to opine that there is a severe conflict between science and superstition which is not only unique to our Benue culture but to the western society too. For instance, the church opposed the heliocentric idea of Nicholas Copernicus who said that the earth is not the centre of the universe but the sun, a belief which was accepted by the Bible. Several other scientists had to suffer the wrath of the church for their scientific beliefs which contradicted with the Bible. But their ideas ultimately got accepted and helped to end the superstitious belief of the religion. It is pertinent too to educate our people to come out of superstitious beliefs that affect science learning and teaching; and development in the society. It suffices here to define the two terms in the topic of paper, science and superstition before looking at some superstitious beliefs and their implications on science teaching and learning in Nigeria.
Science refers to the accumulated body of knowledge and the process of acquiring knowledge. Science develops through objective analysis, instead of through superstitious beliefs. Knowledge gained in science accumulates as time goes by, building on previous work performed by other scientists as against religious dogmatism. Superstition on the other hand, is a belief or practice generally regarded as irrational beliefs resulting from ignorance or fear of unknown. It implies a belief in unseen and unknown forces which has the power of influencing the behaviour of its adherents. Superstitious beliefs are tied so strong to mysterious ailments, accidents, calamities and death that nearly no member from such socio-cultural background would dare go against because no one is readily wished to be used as litmus test for going against the gods of the land (Egbodo, 2017).
BENSON, E. (2018). SUPERSTITION AND SCIENCE TEACHING AND LEARNNG IN NIGERIA. Afribary. Retrieved from https://afribary.com/works/superstition-and-science-teaching-and-learnng-in-nigeria
BENSON, EGBODO "SUPERSTITION AND SCIENCE TEACHING AND LEARNNG IN NIGERIA" Afribary. Afribary, 14 Sep. 2018, https://afribary.com/works/superstition-and-science-teaching-and-learnng-in-nigeria. Accessed 05 Oct. 2024.
BENSON, EGBODO . "SUPERSTITION AND SCIENCE TEACHING AND LEARNNG IN NIGERIA". Afribary, Afribary, 14 Sep. 2018. Web. 05 Oct. 2024. < https://afribary.com/works/superstition-and-science-teaching-and-learnng-in-nigeria >.
BENSON, EGBODO . "SUPERSTITION AND SCIENCE TEACHING AND LEARNNG IN NIGERIA" Afribary (2018). Accessed October 05, 2024. https://afribary.com/works/superstition-and-science-teaching-and-learnng-in-nigeria