The microscale science equipment as a conceptual and attitudinal changing tool towards sustainable development

Science educators have for years, stressed on the importance of science activities to help students understand the theory and practice of science, as it influences everything about the life of an individual to that of an entire community. This chapter would like to do a conceptual and attitudinal analysis to assess the possibilities that the mass adoption of the small-scale equipment could afford Ghanaian students. Apart from the unavailability of science equipment and risks factors involved in using them, lack of electricity, water and conventional fragile equipment (some of which require training before use) have been found to be other factors that limit teachers‘ desires to organise practical activities for their students. This study seeks to present the conceptual and attitudinal changing nature of adopting micro-scale science equipment by analysing six laboratory activities from first year under graduate science courses in Ghana. The main objective would be to create an awareness of the existence and possibility of using micro-scale equipment in science practical activities among teacher trainees, science educators and curriculum developers of science education in Ghana. This is likely to ensure that meaningful, safer, sustainable and concept-based science practical activities are performed in schools