Abstract:

In recent times, the incidences of crime emanating from school ecologies are alarming. This is owing to the fact that prevalence of crimes is not limited to physical space but inclusive of cyberspace. The occurrences of cybercrimes in cyberspace emanated from the improved technology that has fostered unlimited technological possibilities for schoolchildren. Despite the benefits inherent in the use of cyberspace, the security risks attached to the use of the Internet are often ignored by schoolchildren because of their interest in online activities that have exposed them to insecurities in cyberspace. It is consequent upon the premises that schoolchildren need to be taught concepts relating to cybersecurity and techniques of securely navigating cyberspace. This study discusses the theoretical steps that are philosophical to use the guided instructional strategy to teach cybersecurity. The guided discovery strategy has the potentials to encourage students to learn autonomously, discover a variety of learning contents, and actively construct their knowledge on cybersecurity with the guidance of the teacher. The paper concludes by highlighting the possibilities that are open to schoolchildren to discover and construct personalized knowledge on cybersecurity using guided discovery conducted by social science teachers.

Keywords:

Cybersecurity, Guided Discovery, Secondary School Learners, Cybercrime.