A SURVEY OF MODEL OF INSTRUCTION OF TEACHING PRIMARY SCIENCE IN ABEOKUTA EDUCATION ZONE OF OGUN STATE (EDUCATION PROJECT TOPICS AND MATERIALS)
CHAPTER ONE
1.0 INTRODUCTION
- BACKGROUND OF THE STUDY
Science education reform efforts set clear expectation for k-12 education to produce scientifically literate adults (American Association for the advancement of science [AAAS], 1990, 1993, National Research council [NRC] 1996). The reforms also universally recognize that, in order for this goal to be achieved, the process of educating a scientifically literate population must start the earliest grades and proceed in a co-ordinate fashion throughout the public school years. science is a basic, as important as acquiring the skills and knowledge needed to read, write, use mathematical ideas, apply technology, understand the social sciences and appreciate the fine arts ( locks- Horsleyetal; 1990).
Despite such goals 25% of all elementary teachers do not reach science at all hands, among those who do, science accounts for less than 2 hours of the instructional time each week (Reizen and Michel Sonn, 1994; Tilgner, 1990). These figures are offered in contrast to the recommended 120 minutes of weekly science instruction at the k- 3levels and the 30 minutes at the 4-6 grade levels (Louks- Horsely, 1990) Why don’t elementary teachers teach science? Potential explanations include insufficient science content knowledge limited resources, academic time and physical space, an overly crowded elementary curriculum, and low levels of science efficiency.
Regardless of explanation, limited science exposure in the elementary grades result in low levels of science achievement. In addition, poor attitudes towards science developed by the students in the elementary years may inhibit future science pursuits elementary (National center for Educational statistics, 1995). Both achievements and attitudinal out comes will inhibit reaching the ultimate goal of scientific literary.
All elementary teachers possess some degree of each of the attributes needed for the quality science instruction but few possess high levels of knowledge and skill in each of these areas. And in addition to science, elementary teacher are expected to have this level of knowledge for multiple discipline is it realistic to expect all elementary teacher to possess these attributes in all content areas? If not what type elementary science delivery model would provide instructors who possess these attributes.
However thinking the about models for the delivery of science instruction, there are multitude of alternative at one end of spectrum, each elementary teachers is responsible for science instruction at the other and only science specialists are adequately prepared to handle such task. Here we will discuss the delivery methods/model of elementary/ base science instruction. the models will be discussed and described in terms of the assumed characteristic of classroom practice, teacher preparation, and potential advantages and disadvantages .
