Abstract:
The value of teaching aids in the process of teaching sciences cannot be overstated. The capacity
of finalist university pre-service science teachers to incorporate teaching aids into their science
classrooms to open up the potential of bringing about the critical features of an intended object into
realisation is evaluated in this study. Observations and document reviews were used as data
collecting techniques in this descriptive study, and they were used to investigate only 25 student-
teachers during their final teaching practice placement. Evidence suggested that the study
participants’ ability to select or design teaching aids was low as most of the materials they
employed had didactic, structural, and technical concerns. Importantly, the study participants
demonstrated significant difficulties in unpacking instructional materials during the science lessons.
The study recommended various measures for policy and practice regarding both science teacher-
education and science teaching process.
