PROBLEMS AND POSSIBLE SOLUTIONS OF TEACHING/LEARNING INTEGRATED SCIENCE IN JUNIOR SECONDARY SCHOOLS IN ENUGU EDUCATIONAL ZONE.

PROBLEMS AND POSSIBLE SOLUTIONS OF TEACHING AND LEARNING INTEGRATED SCIENCE IN JUNIOR SECONDARY SCHOOLS IN ENUGU EDUCATIONAL ZONE.

CHA PTER ONE

INTRODUCTION

1.1          BACKGROUND OF THE STUDY

Science is an intellectual activity carried on by humans that is designed to discover information about the natural world in which humans live and to discover how this information can be organized into meaningful patterns.

The primary aim of science is to collect facts (data), and the ultimate purpose of science is to discern the order that exists between and amongst the various facts.

Ezendu (2002) defined Science as a body of knowledge, which is acquired through observation and systematic experimentation.

Ogbonna B. B. (2000) defined science as complex human activities, which culminate in the production of a body of universal statements, which serve to explain the observable behavior of the universe or part of it and which in them, have predictive characteristics. The Columbia encyclopedia (1963) defined science as an accumulated and systematized learning in general usage restricted to natural phenomena.

According to Dr. Sheldon  Gottlieb in a lecture series at the University of South Alabama science consists simply of the formulation and testing of hypotheses based on observational evidence, experiments are important where applicable but their function is merely to simplify observation by imposing controlled conditions.

Khabela (1975) in Bajah (1978) defined Integrated Science as an approach to the teaching of science, in which concepts and principles are presented to express to fundamental unity of scientific thought and avoid premature or undue stress on the distinction between the various scientific fields. Also stressing the unified nature of science, Cohen (1977) had this to say.  Integrated Science course eliminates the repetition of subject matter from the various sciences and does not recognize the traditional subject boundaries when presenting topics of themes.

Integrated Science came to Nigeria in 1968, West Africa Examination Council (WAEC) asked (STAN) the Science Teachers Association of Nigeria to review and improve the syllabus.

The written workshop was done at the University of Ibadan in 1970. Other workshops were held in 1971 and 1972. Then textbooks 1&2 with workbooks and teachers’ guides were produced and introduced into the junior secondary schools Comparative Education Study Adaptive Centre (CESAC) and Educational Development overseas sponsored the workshop and the working section through the British Council in Nigeria.

With the integration of these Science courses, Integrated Science should be taught as a unified science, not just as Chemistry or Physics or Biology. Because teachers that are not integrated science are inclined to teach integrated science either Physics Chemistry or Biology.

United Nation Education Scientific and Cultural Organization (UNESCO) give material support while Nigeria-limited publishers published restricted science teaching to only those in higher classes, however, the period from 1968 to 1970 witnessed a series of joint effort by the Science Teachers Association of Nigeria (STAN) and Comparative Education Studies and Adaptive Centre (CESAC) to redesign science to meet the need of loss science oriented. Students are to be taught in junior secondary classes, hence the introduction of “Integrated Science”.

Okoli (1978) stated that integrated science programs evolved as rescue operations to replace absolute and uninteresting general science courses.

Chukwuemeka (1981) states that Nigeria’s Integrated Science is inter-disciplinary, integration as well because Nigeria’s Integrated Science is an integrated of nature of science. Integrated Science materials development in Nigeria was a deliberate attempt to achieve a specific national design.

Since Integrated Science was introduced into the syllabus in 1970 with proper study, so many problems like incompetent teachers, lack of teaching materials, improper teaching approaches, and the rest have evolved leading to non-learning interest by the students.

The integration of these three main science courses and some others to bring about Integrated Science, a lot of problems arise during the process. The idea of Physics, Biology, and Chemistry has been adapted respectively but to no avail, we, therefore, have to go into this research to find a possible solution to the many problems.

Therefore, saying that the teaching and learning of Integrated Science in junior secondary schools is very essential no doubt as it is regarded as a yardstick in the development of any nation.

1.2          STATEMENT OF THE PROBLEMS

The ultimate aim of education is to provide knowledge of the world. To do this, knowledge has been divided into a system of studies called subjects with science as one of the elements of the system.

Integrated Science therefore attempts a unified view of the world, thus some of these problems arose as a result of giving birth to Integrated Science in junior secondary classes.

Firstly, the problem of integration of Science courses to help those who may not continue with sciences at a glance or have little knowledge about Sciences.

Secondly, the facilities of teachers teaching all these important subjects is a matter of importance.

The problems    to be solved in Integrated Science are itemized below;

1.    Is the government funding the Integrated Science project?

2.    What are teachers” attitudes toward teaching Integrated Science in junior secondary schools?

3.    Are students interested in learning Integrated Science?

4.    Is the time allocated to teaching Integrated Science adequate?

1.3          PURPOSE OF THE STUDY

The main purpose of this study is to, find lasting solutions to the problem of teaching and learning Integrated Science in junior secondary schools, the study will examine.

It is also important to note that the teachers, and facilities for teaching (laboratories) are worthy of note as they affect the teaching and learning of Integrated Science drastically, the way students see integrated science is also important, as some students see it as a difficult subject to study, the Government Funding integrated science is necessary.

1.4          SIGNIFICANCE OF THE STUDY

This study is very essential to the extent that it helps to identify most suggestions, for improving the teaching and learning of Integrated Science in junior secondary schools. Students are future scientists; the need to bring them up with the right attitude is the sole responsibility of the government, teachers, students, and society.

The government, the promises and challenges of Integrated Science lead to greater integration of science and government in the age of rapid information exchange, science could offer the added benefit of integrated science to address natural resource management issues. Integrated Science as a whole picture considers all the relevant issues and of natural resource management that are of major national benefit changes to the way science, government, and stakeholders are involved in conducting business and doing research.

Integrated Science graduates can work with private or government employers in their area of technology. Affiliate program designed to provide economic benefits through research government agencies, and nonprofit organizations.

The teacher, the effects of Integrated Science process skill instruction presented, only the benefits of teaching the Integrated Science process skills were mentioned, and the investigator to measure prospective elementary teachers’ attitudes about using the Integrated Science unit allows the teacher to assume the role of facilitator which most educators agree is the teaching, salary, benefits, Integrated Science teacher qualifications. Excellent organizational skills and strong interpersonal skills, excellent computer/technology, and multimedia skills.

Students, the effect of Integrated Science process skill instruction on students enrolled in three intact elementary science methods classes at a large university presented.

Society, satellite observations to benefit science & society-recommended missions for the next decade. An Integrated Science to Benefit Society by MICHAEL M. Crow Scientists have made many great discoveries during the past 100.

Plant papers, the benefits of science & technology Thanks to our science, millions of lives have been saved from the clutches of these evils. Is the government funding the integrated science project? What is the teachers’ attitude in teaching integrated science in our junior secondary schools? Are students interested in learning integrated science? Is the time allocated to teaching integrated science adequate?

1.5          SCOPE OF THE STUDY

This study will be restricted to the problems facing Integrated Science in teaching and learning. The scope of the study will center on the following:

Is the government funding the Integrated Science project, the teacher’s attitude toward teaching Integrated Science in our junior secondary schools, are students interested in learning Integrated Science, and are the time allocated to teaching integrated science adequate? Gender, teachers, and students are the major variables that were looked into in the study.

1.6          RESEARCH QUESTIONS

1.              Is the government funding the Integrated Science project?

2.              What are the teachers’ attitudes in the teaching of Integrated Science in our junior secondary schools?

3.              Are students interested in learning integrated science?

PROBLEMS AND POSSIBLE SOLUTIONS OF TEACHING/LEARNING INTEGRATED SCIENCE IN JUNIOR SECONDARY SCHOOLS IN ENUGU EDUCATIONAL ZONE. GET MORE INTEGRATED SCIENCE EDUCATION PROJECT TOPICS AND MATERIALS

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