CHAPTER 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 the ways in which this information can be organized into meaningful patterns. A primary aim of science is to collect facts (data), an ultimate purpose of science is too discern the order that exists between and amongst the various facts. Ezendu (2002) defined Science is 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 statement, which serve explain the observable behaviour of universe or part of it and which is in them, have predictive characteristics. The Columbia encyclopaedia (1963) defined science as an accumulated and systematized learning in general usage restricted to natural phenomenon.
According to Dr. Sheldon Gottlieb in a lecture series at the university of south Alabama defined science as a 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, of which concepts and principles are presented so as 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 in Nigeria in 1968, West Africa Examination Council (WAEC) asked (STAN) Science Teachers Association of Nigeria to review and improve syllabus. The written workshop was done at University of Ibadan in 1970. Other workshops were held in 1971 and 1972. Then textbooks 1&2 with workbooks and teachers guide were produces and introduced into the junior secondary schools Comparative Education Study Adaptive Centre (CESAC) and Educational development over seas sponsored the workshop and the working section through the British council in Nigeria. As the integration of these Science courses, Integrated Science which should be taught as a unified science, not just as Chemistry or Physics or Biology. Because teachers that are not integrated science inclined teach integrated science either as Physics or 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 eort by 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 program evolved as a rescue operation to replace absolute and un-interesting general science courses. Chukwuemeka (1981) states that Nigeria Integrated Science is inter-disciplinary, integration as well because Nigeria Integrated Science is an integrated of nature of science.
Integrated Science materials development in Nigeria was a deliberate attempt to achieving a specific national design. Since Integrated Science was introduced into the syllabus in 1970 with proper study, so many problems like incompetent of the teachers, lack of teaching materials, improper teaching approach and the rest of them have evolved leading to non-learning interest by the students. The integration of these three main sciences 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 regarded as a yard stick in the development of any nation.
1.2 STATEMENT OF THE PROBLEMS
The ultimate aim of education is to provide a knowledge of the world. In effort 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 results 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 little knowledge about Sciences. Secondly, the facilities of teachers teaching all this important subject is a matter of importance. The problems to be solved in Integrated Science are itemized below; Is the government funding Integrated Science project. 2. What are teachers” attitude in teaching of Integrated Science in junior secondary schools. 3. Are student interested in learning Integrated Science. 4. Is the time allocated to teaching Integrated Science adequate.
Sheldon Gottlieb in a lecture series at the university of south Alabama defined science as a 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, of which concepts and principles are presented so as 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 in Nigeria in 1968, West Africa Examination Council (WAEC) asked (STAN) Science Teachers Association of Nigeria to review and improve syllabus. The written workshop was done at University of Ibadan in 1970. Other workshops were held in 1971 and 1972. Then textbooks 1&2 with workbooks and teachers guide were produces and introduced into the junior secondary schools Comparative Education Study Adaptive Centre (CESAC) and Educational development over seas sponsored the workshop and the working section through the British council in Nigeria. As the integration of these Science courses, Integrated Science which should be taught as a unified science, not just as Chemistry or Physics or Biology. Because teachers that are not integrated science inclined teach integrated science either as Physics or 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 eort by 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 program evolved as a rescue operation to replace absolute and un-interesting general science courses. Chukwuemeka (1981) states that Nigeria Integrated Science is inter-disciplinary, integration as well because Nigeria Integrated Science is an integrated of nature of science.
Integrated Science materials development in Nigeria was a deliberate attempt to achieving a specific national design. Since Integrated Science was introduced into the syllabus in 1970 with proper study, so many problems like incompetent of the teachers, lack of teaching materials, improper teaching approach and the rest of them have evolved leading to non-learning interest by the students. The integration of these three main sciences 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 regarded as a yard stick in the development of any nation.
