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THE TEACHING OF INTEGRATED SCIENCE (ITS) IN THE PRIMARY SCHOOLS, PROBLEMS AND PROSPECTS

EDUCATION RESEARCH PROJECT TOPICS AND MATERIALS

TABLE OF CONTENTS

Title of Research                                                                      i

Approval Page                                                                          ii

Declaration                                                                              iii

Dedication                                                                               iv

Acknowledgement                                                                    v

Abstract                                                                                   vi

Table of Contents                                                             vii-viii

CHAPTER ONE

1.1   Introduction                                                                     1

1.2   Statement of the Problem                                                4

1.3   Significance of the Study                                                 6

1.4   Delimitation                                                                     7

1.5   Definition of Terms                                                          7

1.6   Hypothesis                                                                       8

CHAPTER TWO

2.0   Literature Review                                                             10

2.1   Definition of Science                                                                10

CHAPTER THREE

3.0   Research Methodology                                                     20

3.1   The Design                                                                       20

3.2   The Sample                                                                      21

3.3   The Instrument                                                                        21

3.4   Data Collection                                                                        21

3.5   Analysis of Data                                                               22

3.6   Validity of Instrument                                                      22

CHAPTER FOUR

4.1   Data Analysis                                                                   23

CHAPTER FIVE

5.1   Summary

5.2   Conclusion

5.3   Recommendations

References                                                                             

Questionnaire                                                                        

 

 

CHAPTER ONE

1.0   INTRODUCTION

1.1   BACKGROUND OF THE STUDY

The science curriculum at any time and place is determined by the existing theories and ideas about the nature of science. Because such theories and ideas have varied from place to place and from time to time, even for the same place; the science curriculum and its introduction have never remained static. Several programmes have been set up in various parts of the world to develop science curriculum and teaching, with an aim to suit the prevailing situation in such areas. As a result of the changing views about science, its content and materials have been subjected to modification in accordance with the reigning theories. In the 1960s the U.S.A, set up a programme called Science a Process Approach (S.A.PA.) which was developed and sponsored by the America Association of the Advancement of Science (A.A.A.S). For the A.A.A.S, science processes should precede the contents that is to say, the programme encouraged a study of the science procedure which would result in the child having the opportunity to develop intellectual skills similarly there were programmes in the United Kingdom, for example, The Nuffield Junior Science and the African Primary Science Programme (A.P.S.P) was based in East and West African.

 

The relative backwardness of primary education in the Northern states of Nigeria stimulated the consideration by the Federal Government, the governments of the then six northern states, and UNESCO to form a joint project which would improve the quality of primary education (Lassa, 1977:1). Discussion resulting from such moves were held at Zaria between the Institute of Education (A.B.U Zaria), the government of the six Northern states UNESCO and UNESCEF. The outcome of that meeting was the initiation of a programme called UNICEF/UNESCO programme but later became the Primary Education Improvement Project (P.E.I.P).

 

In June 1970, a writing panel made up of T.T.C. Tutors, ministry personnel and others met to decide on writing syllable and books on science and other subjects. Decisions centred on having a fresh science syallbus which was based mainly on units taken from the African Primary Science Programme (A.P.S.P) but preference was made to the Nuffield Junior Science Programme and materials for science. Later, however, the panel decided to abandon this approach and follow the steps suggested by the Nigerian Educational Research Council (N.E.R.C) through adopting a process approach method similar to that of the American science. A process approach.

 

By December 1971, the first book titled Primary Science One was instructions for the teaching of 26 lessons. This book centred on activities, which would provide opportunities to practical process type skills such as observation, classification measurement, etc. Brown, (1978:2) and these activities involved both the teacher and the pupils. By 1972, Primary Science one was on trial in 66 piloted schools. A panel meeting in June 1972 established the guideline for primary school three, part of it was written by the end of the year, the whole book being completed by June 1974. Primary science four was produce in 1978. Book four came out in 1976 and book five and six came out in the 1980.

 

1.2   STATEMENT OF THE PROBLEM

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