-
The Impact Of Curriculum Development On Teaching And Learning Of Basic Science In Junior Secondary School In Nsukka
CHAPTER ONE -- [Total Page(s) 3]
Page 1 of 3
-
-
-
CHAPTER ONE:
INTRODUCTION
Background of the study
The term
science has to do with nature. It is derived from the Latin word
“Scientia’ meaning to know, what is a fact, truth or certain (Odo,
2012). Science is concerned with finding out about things in our
environment. The knowledge we gather about our environment constitutes
the field of study called science and is distinguished from other fields
because it relies on hypothetical deductive and experimental approach,
(Millennium Development Goals, MDGs project, 2011). Mbajiogu (2003)
perceived science as an act of doing and it is more concerned with
various investigative processes and activities with regards to
developing, acquiring and controlling knowledge, skills and attitude
about the natural factors of the environment. Science has two major
components namely science content and science process. The content is
the knowledge we acquire about our environment while the process skills
deal with ways in which scientists go about gathering knowledge
concerning the environment (MDGs Project, 2011). Thus, science is viewed
as the bedrock upon which any nation can be built (Onah, 2003). It is
said to be a very important aspect of man’s life so much that its role
in societal development has been revealed by various countries
world-wide. No country can be globally recognized without talking about
its scientific advancements. This can be seen in all aspects of life
such as medicine, engineering, industries, education etc. These
scientific fields are all guided by a curriculum. This is why Nzewi,
(2008) stressed that the quality of education in any system and at any
level is dependent on the quality of the curriculum. Curriculum is
viewed as a body of all the experiences and activities (Co-curricular
activities) provided, under the auspices of the school to bring about a
change in the learner in the desired direction (Ugwu, 2004). This view
is supported by Offorma, (2006) who noted curriculum as a document, plan
or blue print for instructional guide for teaching and learning with
the purpose of achieving educational goals and related specific
objectives that will necessitate the positive and desirable behavioral
change in the learners. Offorma further buttressed that curriculum is
also the process of determining and pursuing set societal objectives
through the instrumentality of the school. Based on the above
definition, the researcher explained that curriculum is the totality of
the environment in which education takes place. In the same vein,
curriculum according to Wheeler (2000) has been defined as the planned
experiences offered to a learner under the guidance of the school. The
researcher views the curriculum as the totality of planned learning
experiences which the learner will acquire under the guidance of
approved educative agencies like home and school in order to realize his
or her needs, interests and aspirations for the benefit of the society.
Thus, Adeyegbe (2004) submitted that curriculum generally is the hub of
the activities in any educational endeavor since it dictates what is to
be taught, at what level, by whom, for what purpose, with what
equipment and to be assessed by what means. The curriculum describes the
content, instructional objectives, teachers activities, students
activities, teaching methods, the learning materials and evaluation
strategies available for a given subject or course of study. It is
important to note that education has remained an instrument of change
and national development and is viewed as the foundation for
modernization. This modernization is required for great advances in
science and technology (Okoro, 2006). Hence, in 1968, the Science
Teachers Associates of Nigeria (STAN) set up curriculum development
committees which looked into the different science subject’s syllabuses
(Mathematics, Chemistry, Physics and Biology) in the view to revise and
improve them (Okoro, 2006). This was as a result of the directive given
by the West African Examination Council (WAEC). After these works on
separate science subjects, jointed working sessions of the
representatives from the core science committees made efforts to
integrate the disciplines. The working sessions produced the integrated
theme known as Nigeria Integrated Science Project (NISP) which was
approved in Lagos in 1969 (Ezeudu, 2008). In 2005, the Nigeria
Educational Research and Development Council (NERDC) was directed to
carry out the assignment of reviewing, re-structuring and re-aligning
the then existing curriculum for primary and junior secondary schools to
fit into 9-year Basic Education Program, all in effort to attain the
Millennium Development Goals (MDGs) by the year 2015 which include;
value re-orientation, poverty eradication, job creation, wealth
generation as well as using education to empower the people (FRN, 2004).
In line with the above, the Federal Government of Nigeria in 2006
launched a new curriculum for the Universal Basic Education (UBE) for
Primary and Junior Secondary Schools. This UBE programme was formally
introduced in 1999 in fulfilment of the governments’ signatory to a
number of international declarations on Education which includes the
Jomtien Declaration of Framework for Action on Basic Education. The UBE
Act was passed into law in the year 2004 (Madu, 2012). Tahir further
explained that at the end of nine years of continuous education, every
child should acquire appropriate level of literacy, numeracy,
communication, manipulative and life skills, be employable, useful to
him/her and the society by possessing relevant ethical, moral and civic
values. Thus, the vision of UBE has taken care of all that it entails to
bring socio- economic development. The new curriculum is then thought
to address other issues that were not specified in the old version of it
in order to bring about value re-orientation, poverty eradication,
critical thinking, and entrepreneurial or life skills among her
citizens. In addition, the new curriculum according to Obioma, (2007)
the then executive secretary of the Nigeria Educational Research and
Development Council (NERDC) seeks to correct the abnormalities of the
former curriculum. Thus, the Universal Basic Education is to provide a
universal, free, compulsory and continuous 9 years education programme
for all school age children irrespective of their socio- economic
circumstances (Federal Republic of Nigeria, FRN 2004) However, since the
vision of UBE is to bring about socio-economic development as explained
by Madu (2012), the role of science and technology in the UBE Programme
cannot be over- emphasized. The world–over, it is generally agreed that
development could only be meaningful if and when it is science and
technology driven. As such, countries of the world are now categorized
as developed, developing or under developed based on their scientific
and technological attainments. Hence the incorporation of Basic Science
and technology as a core subject in the 9- year Basic Education
Programme. A feature of the new curriculum is the phasing out of primary
science and integrated science as earlier mentioned, for what is now
known as Basic Science and Technology for primary schools and Basic
science for junior secondary schools, which according to the Obioma
(2007) prepares a child adequately for the higher studies by providing a
solid foundation on which to build upon. Also added was information
& communication technology (ICT) which has been introduced into the
primary school curriculum alongside with culture and creative arts, all
these are in the bid to make a child strong enough to face challenges of
the future. Basic Science is a science that describes the most basic
objects, forces, relations between them and laws governing them such
that all other phenomena may be in principle derived from them . The
CHAPTER ONE -- [Total Page(s) 3]
Page 1 of 3
-
-
ABSRACT - [ Total Page(s): 1 ]This study was carried out to examine the impact of curriculum development on teaching and learning of basic science in junior secondary school in Nsukka . Specifically, the study examined the extent teachers align their teaching strategies to achieve the instructional objectives of Basic Science curriculum. The study also evaluate the qualification of teachers teaching Basic Science in junior secondary schools in Nsukka. The study further, find out if the development of basic science curriculum ... Continue reading---
