ABSTRACT

This research study was carried out to
investigate the views of biology students on the safety procedures in biology
science laboratories in some selected secondary school in Lokoja Kogi State. There
is doubt that school biology science laboratories are remarkably safe places to
teach and learn. There are, however reason for believing that the present level
of safety risk might rise rather than fall. If most accident can be prevented
by suitable knowledge and adequate planning. The careful and thorough organisation
which is of particular importance in teaching. Science at school level demands
a knowledge of the likely and of possible hazards in each teaching situation.
It is hope that these lessons and in advising pupils, thereby encouraging the
development of necessary safety skill, and attitudes in those engaged in
experimental science.   

CHAPTER ONE

INTRODUCTION

1.1    BACKGROUND TO THE STUDY 

            Science
can be defined as an attempt by human beings to organize their experience about
nature into meaningful system of explanation. It can also be regarded as
organization of reasonable variable sense experiences of man about natural and
artificial occurrences in his environment, it is through science that
regularities of nature are predicted, described and explained. Science cannot
be said to be broad-based, unless it is postulated on the important pillars of
experimentation, out-door work and above all, development of project. Apart
from creating opportunities of probing the theoretical concepts taught in the
classroom, practical work also inculcates scientific skills, ethics and
regulatory principal of science.

            Science
is activity, and effective science learning is by doing. For a child to master
the art of writing for example, he must be given opportunities to write as
often as possible. Similarly, science learning demands that a teacher should
create varied opportunities for students to engage in “doing” activities that
enable them to make sense of the world around them, make new discoveries, solve
interesting problems, and develop skills.

            A
laboratory is an environment for acquisition of skills and other scientific
learning; it could be comprehensive where more than a trade is taught, it may
be a building room or outside room designed for scientific research or for the
teaching of practical science. Bajah (1975) sees a laboratory as an activity area
in which role learning gives way to a combination of complex mix of cognitive,
affective and psychomotor domains in learning with the sense of sight, feeling,
smelling and doing playing dormant roles.

            A
pure biology science laboratory are classified based on the act of sciencing to
be learnt. Generally, laboratory are infrastructure whose goal are to promote
human learning and efficiency for a definite goal therefore an expert must
oversee the construction, sitting and equipping of these building to enhance
safety.

            Safety
simple means a state of being secure, protected, uninjured, out of danger and
not involved in risk. All hazardous condition could not be eliminated, but safe
living demands the ability to function at optimum level in the presence of hazards.
The prevention of accident in laboratories is the duty of every individual
using or entering them. Clearly, it is the duty of every teacher to organize
his classes in a way which reflects both his responsibility for their welfare
and his commitment teaching his pupils appropriate safety – conscious attitudes
and behaviour. Pupils do not have the instinctive feeling for experimental work
which a teacher will have acquired as a result of many years of experience. As
a result, what is common sense to the teacher may well be totally outside the
range of experience of a pupil and therefore be far from obvious to him. Many
students see science as a forum to seek answers to their numerous questions and
seek satisfaction to their unending curiosities. But curiosity killed the cat
and these students are apt to get themselves and others including the teacher
into a great deal of trouble and make science not exciting but dangerous, not
wonderful but dreadful if care is thrown to the wind (Aiyegbayo, 1996). One of
the objectives of adequate practical training in science, even at school, is to
teach pupil how to handle safety materials which are potentially or actually
dangerous. Even so, every teacher should make it his or her task to become
familiar with any special instructions issued for dealing with emergencies
peculiar to school in which she or he is working. He/she should get to know the
layout of the school.

            The
location of fire-fighting equipment and how it works ways of getting out of the
building in an emergency, where telephones are sited and first aid arrangement.
Mohammed (1993) state that many accidents are caused by carelessness in
laboratories. It is easier sensible to develop safe work habits when conducting
practicals than suffer the consequences of an accident. 

            Safety
policy is in no way a complete and absolute statement of safety to be followed
in biology science laboratories. Science teachers and students must not be
ignorant of the use of first aid treatment which may save them from a lot of damages.

1.2    PURPOSE OF THE STUDY

            Safety
education is an avoidance of dangerous circumstance related to an individual
activity. This project makes science teachers to be aware of the prevention of
accidents in laboratories through effective architectural design. In addition,
there is need to make sure that laboratory attendants take cognizance of the
equipment available. As a science student, one has to be familiar with the
safety precautions in a biology science laboratory and should be able to
explain some basic safety rules and necessary aids to take care of accident
victims, as teaching of science subject such as (Biology) entails demonstration
and guidance as a result of this, there is need for provision of adequate
safety of lives and properties within the laboratories. Also science teachers
have to be equipped with up-to-date precautionary measures against immediate
hazards.

1.3    RESEARCH QUESTIONS

            Every
research work is stirred up as a result of problem situation. In other words,
research is a product or an off-shoot of a problem situation. This project is
aimed at finding answers to the following questions:

1.           
Are
the biology science laboratories in schools safe enough for the users?

2.           
What
are the areas of neglect that are inimical to the safety of human and material
resources in these laboratories?

3.           
Are
all equipment up to the necessary standard with respect to safety and risk to
health?

4.           
Are
adequate arrangement made for storage, maintenance, cleaning and renewal of the
available equipment?

5.           
Have
emergency procedures been formulated to cover for example, spillage of toxic or
dangerous material, fire escape of gases etc.

6.           
Is
there provision by regular inspection, examination and where necessary, testing
to ensure that equipment and its safety devices have not deteriorated?    

1.4    LIMITATION OF THE STUDY

                        This
research work is limited to safety precaution of biology science laboratory in
selected secondary schools in Lokoja only.

1.5    DEFINITION OF TERMS

(i)         Safety
–          Safety simple means a state of
being secure, protected, uninjured, out of danger and not involved in risk. Is
a co-efficient of common sense, knowledge of physical, chemical and
physiological effects of substances and knowledge of behaviour of human beings.

(ii)        Precaution
-Care taken before an event or accidents
in order to prevent it happening or in order to cause it to happen without
doing harm.

 (iv)      Procedure –  The order or regular way of doing things.

(v)        Drill
–              Train by giving much
practice.