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Identification Of Difficult Teaching Topics In Integrated Science
[A CASE STUDY OF JUNIOR SECONDARY SCHOOLS IN ENUGU URBAN AREA IN ENUGU STATE]
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CHAPTER ONE
1.0 INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Science
and technology are concepts in national development which remain
indelible in the mind of African and third world leaders according to
Ochu and Ekezie (1974).
In Nigeria science was introduced into secondary school system as far back as (1880).
It
was first taught as general science and later speared into physics,
chemistry and biology. With the introduction of the core science
subject, the general science came to be seen as the science subject
which was suitable for the less able and it was recommended to the least
science oriented and for those who do not intend to pursue science.
Syllabus was therefore devised to contain basic elements of biology,
chemistry and physics, which should be taught primarily to pupils in the
low secondary school classes. (Anani 1977).
Although attempts were
made to raise the status of general science with the introduction of a
double credit O/level, yet people still questioned the rationale of mere
putting together subjects. There was in the early sixties a new wave of
thought about science in school rather than open into professional
restricting under the conditions of normal classroom culture.
There
is a hesitancy on the part of both school teachers to try out
innovations in classroom teaching. Activities are rarely included in the
classroom deliberation and laboratory programme are seldom organized as
an opportunity of exploration. Agarkara (1998), stated that teachers
learn very little from experience in the classroom on that capacity of
mastering science and new technology logics. Since Iloputaife and Eze
(1994) has tried to propose the following tasks.
Lip dating and
improving the qualify of science teaching integrating scientific
education and human features, developing a comprehensive approach for
science curricula. Focus has been put on teachers processes so as to
promote the teachers understanding of scientific method and rationality
but the reality of lack of resources in most countries has impeded them
adjusting both the contents of their curriculum and textbooks in
consequence, and the training of their integrated science teachers which
often remains of very poor quality. The curriculum is inter
disciplinary and it is supposed to provide the teachers to see the
concept and the pedagogical principles which unify the separate subject
matter thus harmonizing the knowledge derived from the integrated.
The
course is supposed to provide the teachers with a broad view of science
which enlightens his interactions with his environment of this mental
manipulative and social skills UNESCO - UNICEF (1971).
Essentially,
integrated science is designed to develop interest in the teaching that
his is encourage to pursue further student in science discipline.
Secondary school was to lay a solid foundation in the learners early study of science for further studied.
A
significant proportion of Nigeria J.S.S integrated science. Teachers do
not achieve as well as they should in integrated science examination,
Iloputaife and Eze, (1994).
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ABSRACT - [ Total Page(s): 1 ] Identification of difficult teaching topics in integrated science and the causes of their difficulty were carried out in the research. Questionnaire was used to elicit the require information and the results obtained analysed using mean and percentages. Results of the analysis showed that while some topics were difficult to the teachers. Other were easy. The causes of the difficulty as indicated were also found out. Finally, recommendation were made bared on the research ... Continue reading---
