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Reports of difficulty in physics has been documented over the years, especially at the senior secondary level. The application of mathematics as a tool for understanding physical phenomena and problem-solving is well-established. The use of symbols and mathematical rigour is essential for effective problem-solving in physics. However, the teaching and learning of physics have encountered barriers, as highlighted in the literature on competencies in this field. This study focuses on exploring the interlink, context, and associated barriers in the teaching and learning of physics by reviewing existing literature on the application of mathematics and mathematical symbols. Through a theory synthesis design, the study examined the current state of literature on mathematical problem-solving in physics, as well as the differences between mathematising and the application of mathematics in physics. The competencies required of teachers and students were also highlighted in order to better equip physical sciences teachers to address the challenges faced by students in learning physics. The literature suggests that a well-sequenced approach to topics by both mathematics and physics teachers can facilitate knowledge transfer among students. Teachers are encouraged to provide step-by-step guidance to address students' mathematical deficiencies, particularly in the physics aspect of the physical sciences curriculum at the further education and training (FET) phase. It is recommended that topics between physics and mathematics be aligned and mathematical concepts be pre-teach to enhance students' contextual knowledge transfer.

This study investigates preservice teachers’ knowledge of elements and rationale for Nature of Science (NOS). Skill gap is established in the literature on pedagogical practices of preservice as well as novice teachers of science, reflecting deficiency in their professional training and eventual classroom practice. Examining preservice teachers’ knowledge in these aspects (elements & rationale) of NOS through a quasi-experiment of one-group pretest and post-test design was done. Instructional intervention over two years along with assignments and presentation with researchers as moderators on the science pedagogy module (History of Science and Philosophy of Science) serves as stimuli over the period. Three research questions and two hypotheses were raised to guide this study. One hundred and thirty-six (112 Life Science and 24 Physical Science) preservice teachers were the participants. Element of NOS (ENOS) and Rationale for NOS (RNOS) were the instruments. Reliability of the instruments yielded Cronbach alpha values of .83, .91 and .86 across dimensions of clarity, coherence and relevance by fifteen experienced science educators. Data was analysed using t-test and ANCOVA. The study found the intervention to effectively improve the knowledge of elements and rationale for NOS. Better prepared teachers (More Knowledge Order [MKO] have the potential to improved Zone of Proximal Development [ZPD] in learners) by implication have the competence to guide learners for qualitative and effective learning. The instruments in this study is recommended for foundational training of preservice teachers on NOS for enhanced instruction.

Growing human capacities in STEM remain the most practicable way to solving present and future challenges. Improved test score, opportunities to learn, resources and facilities have been recommended in the literature to build capacity and improve achievement for effective and qualitative delivery in STEM classrooms. We focus on the two primary stakeholders in teaching and learning in the university who are students and lecturers. This manuscript explores the causes of underachievement among undergraduates in STEM fields by employing a mixed methods for data collection and analysis among 150 undergraduates and 45 lecturers from six public universities using purposive and quota sampling. Three main research questions were raised on student, lecturer and institution base factors along with perceived hindrances to STEM learning and teaching. Three instruments; Students Factors for Underachievement (SFUA), Lecturers Factor for Underachievement (LFUA) and Lecturers Perceived Factors for Underachievement (LPFU) were employed for data collection through survey and interview. Among other findings, poor prior knowledge among learners, non-utilisation of instructional resources, inaccessibility to library and laboratory and it resources were principal hindrances of undergraduates, lecturers and institution-base factors. The study concluded that efforts and better commitment is required from stakeholders to alleviate the present inadequacies and recommend interventions to remediate areas of need.

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.

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 endeavors. Scholarly approaches embraced by educators in the quest to evolve knowledge, especially those whose basis arises 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 everyday human life. The goal of education and, by extension, science is to equip citizens with the requisite skills to embrace challenges and solve everyday human problems. This article exposes the trend in STEM, STEAM, and STREAM approaches, as well as the rationale for each of the appendage components of the evolution. The global application of robots in areas with a shortage of manpower is a trend in the 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.