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Nigerian educational system has gone through various developments and changes
viz-a-viz curriculum issues. The dynamic nature of the curriculum process informed
the write-up of this paper. The selection and organization of curriculum content is
one of the problems associated with the Nigerian educational system. This paper
ascertain its present status. In doing so, this paper defines the concepts of curriculum
and curriculum development. This paper also discussed the process of curriculum
classroom. This paper also identified and discussed some of the fundamental
problems in Nigerian integrated science education that are militating against the
recommendations.
CHAPTER ONE
INTRODUCTION
Science education plays a vital role in the lives of individuals and the development
widely and generally acknowledged that the gateway to the survival of a nation
through science education. To make her citizens show interest in science education,
Nigerian government came up with a policy that 60% of the students seeking
should be admitted for science oriented courses, while 40% of the students should
be considered for arts and social science courses (Ajibola, 2008). This government’s
effort cannot be said to have yielded much fruits given the dwindling nature of
institutions, more students are seeking admission into art and social science courses
Nigeria embarked on series of studies to find the logic behind this ugly development.
They found that the problem stemmed from the first form of science a child comes
across at the JSS (Junior Secondary School) level, that is integrated science.
Integrated science provides students sound basis for further science education study,
hence a child that is not well grounded in integrated science at this level would not
show interest in offering core science subjects (biology, integrated science and
physics) at the SSS (Senior Secondary School) level which are the prerequisites for
found that lack of qualified teachers, lack of equipments and facilities for teaching,
lack of practical works, insufficient allotment of time for integrated science on the
school time-table and poor methods of teaching are the major factors militating
The aforementioned problems of teaching integrated science did not include non
It is believed that if integrated science concepts are not taught from known to
unknown and from simple to complex, it is likely that students might find it difficult
to understand the concepts taught. This has lead to the development of negative
attitude towards the subject by the students, which has lead to many of them not
showing interest in offering core science subjects at the senior secondary school
study examines the Nigerian integrated science curriculum in order to ascertain the
No. 1, which marked the beginning of integrated science teaching and learning in
Nigeria. The questions which this study will like to provide answers to are: (1) the
major topics in the Nigerian integrated science curriculum being used at the Junior
Secondary Schools I to III, are they sequentially arranged from simple to complex,
known to unknown? and (2) does the learning of certain topics at lower level lead to
curriculum at the JSS level in order to find out the arrangement of topics at each of
the level. It is hoped that if integrated science topics are well arranged from known
to unknown, simple to complex, students at the JSS level will find integrated science
interesting and this will motivate them for further study in higher science education.
1.4 Hypotheses
The findings of this study will add to the existing body of knowledge about:
The study sought means of improving meaningful integrated science learning and
North west, South east and South west geopolitical zones in Nigeria. The difficulties
(i) Shortness of time to test the effectiveness of the innovative teaching method
studied.
CHAPTER TWO
to current thinking and action on educational concerns and reforms around the world.
Experiences of educational reform almost all over the world have shown that
curriculum is at the same time a policy and a technical issue, a process and a product,
involving a wide range of institutions and actors (Ajibola, 2008). The curriculum
provisions are immense and profound for school teaching and learning (Ajibola,
2008). The process of constructing the curriculum is unique to each national setting.
It is a complex outcome of the opinions and solutions that key stakeholders propose
The term curriculum has been defined by many people in many places. One cannot
the thinking behind the package, and the continuous efforts of making curriculum
serve the needs of society (Obayan, 2004a). The totality of the syllabuses of activities
and nation building. Nations expend vast amounts of time and resources on
societal changes. This implies that the search for improvement is a continuous
activity among human beings. The reason being that conditions of things in the world
are never static, they are dynamic. Curriculum development is determined by a large
number of factors; the most important being the learner, the changing nature of
Agitation for curriculum reform is nothing new to Africa. It started more than half a
century ago; what is new is the increased momentum it has gathered since the rise
states in the sixties. Before then, there was no single co-coordinated and wellplanned
curriculum in any of the school subjects, including the sciences. The tendency then
was to expand the existing structure of education system while maintaining the old
syllabuses which had been in existence since the beginning of the colonial era. In
the sixties (and the early seventies) many educators and politicians felt that the old
curricula had outlived their usefulness as they had little relevance to the needs,
examine school curriculum in particular and the education system in general. The
series of events which culminated in the development of the NPE (national policy
conference. The main objective of the conference was to develop strategies for a new
which later formed the core of a philosophy for Nigerian education (Omotayo et al.,
2008).
MEANINGFUL LEARNING IN INTEGRATED SCIENCE
Meaningful learning takes place when students not only remember, but also make
sense of and are able to apply, what they have learned. The ability to apply
Thinking Skills (HOTS). Thus, higher-order thinking processes are ways that
occurs when students seek to relate new concepts and propositions to relevant
experiences.
Meaningful learning can occur when students not only remember, but also make
sense of and are able to apply what they have learned. Student-centered learning
an active thinker, learning will become more motivating and will result in improved
often a slow and gradual process. Students need meaningful learning environments
learning can engage students in active thinking, and increases their responsibility for
into the shoes of the chemists”) practicing scientific methods by posing scientific
students to take an active role in their own learning. Thus, students can develop their
(Jonassen, 1999).
Ausubel (1968) distinguished meaningful learning from rote learning (also called
memorize facts. The major limitations of rote learning are poor retention and
concepts, and inability to use the new knowledge to solve novel problems. Success
concepts to anchor the new ideas, and inherent meaningfulness of the new concepts.
If one or more of these requirements are not met, then rote learning ensues.
build their scientific understanding in integrated science upon what they already
know and believe. Students formulate new scientific knowledge by modifying and
refining their current concepts in integrated science and adding new concepts to old
ones. Students also interpret data, based on their expectations and experiences. For
example, students who are lacking a theoretical framework in integrated science will
not know where to look, or how to look, to make observations appropriate to the
task, or how to interpret what they see in practical work. “They ‘see’ often what they
science) and how they think about knowledge by using their cognitive processes.
can occur when the students connect necessary concepts, their skills, experience, and
motivation. Different theories, laws, and models are employed in the case of
students must understand, for example, how fast chemical reactions occur and why
they happen. To understand how chemical reactions happen, students need to know
interaction is favourable or not and what the outcome will be. In thermodynamics or
in stoichiometry, they need to understand, for example, to what extent, how much,
include microscopic level phenomena that contain concepts, theories, and principles
together, rather than by breaking and reforming bonds. Krajcik (1991) found that
Nakhleh (1992), many integrated science topics are learned by rote if students do
LEARNING ENVIRONMENT
which learning occurs and which affect students’ achievement and attitudes,
learning environments, in which students can make own goals for their learning and
The learning environment must support student’s growth and learning. It must be
physically, psychologically, and socially safe, and must support student’s health.
acquiring data from different sources, interpreting data, and presenting information.
There can be commonly used ICT tools, such as word processors, spreadsheets,
and databases. ICT can be used as a tool or an agent for interaction with an
information source. This means that learners are free to use various technologies and
tools during their student-centered investigations in small teams. For example, ICT-
based tools (e.g. MBLs) support learning in small teams, at the macroscopic level,
through investigations in the real world. Different visualization and modeling
and writing programs support integrated science learning at symbolic level. The
easily with other learners by using ICT or even with scientists about the topic of the
of new concepts based on the information available, their prior knowledge, as well
as on individual and social experience through discourse. On the other hand, learning
is also facilitated through the intervention of a teacher who knows the structure of
integrated science, the nature of cognition as an adaptive process, and what the
students already know, as well as the effective ways of using ICT in education.
engage in a learning task, including their interests, needs, goals, and beliefs about
environment and its activities; i.e. student self-efficacy. If students trust their own
ability to carry out a task, they can use higher order thinking skills. Furthermore,
success builds up motivation. Marzano (2001) points out that, students’ motivation
can be seen as a function of at least three factors: (a) perception of importance (e.g.
the student feels it is important to study ideas of chemical reactions), (b) perceptions
of efficacy (e.g. the student has the necessary ability, power, or resource to learn it),
and (c) one’s emotional response to the knowledge component (e.g. the student has
a positive emotional response to it). Any task can become intrinsically motivating if
it meets the following conditions (Hodson, 1998): (a) it provides an appropriate level
(b) students provide opportunities for informative feedback and advice, (c) the
activity is free from other distractions and constraints, (d) students act under their
own volition, and (e) orientation in assessment moves away from competition and
integrated science teacher and students), and by rewards, incentives, penalties, and
integrated science is too abstract. However, integrated science can be interesting and
integrated science education. ICT has been an inherent component of every modern
integrated science research laboratory since the 1950s. ICT provides opportunities,
monitor chemical reactions, to design new molecules with specific programs and/or
communicate easily and quickly with researchers around the world through
collaborative technology. The Internet can also be an important resource for data,
classroom closely emulates how scientists work in the real world. Collecting and
adoption of the attitudes, techniques, and social interactions that characterize the
solving environments and web technologies on the grid. Students who learn to use
technological tools will be better prepared for the workplace and for opportunities
Computers have been used at the school level; integrated science teachers’ use of
point out that teachers’ may also have a limited awareness of ICT benefits to the
classroom. The main uses of ICT in integrated science learning can be categorized
as: (a) Computer-assisted learning (CAL), (b) Computer-assisted research, and (c)
Distance learning. ICT can support integrated science learning through (a)
laboratories, (d) basic tools (e.g., word processors, spreadsheets, graphic software),
management systems), and (f) databases (Voogt & van den Akker, 2002).
(1996), ICT use can (a) motivate students by stimulating interest and enjoyment, (b)
teach laboratory skills, (c) assist concept acquisition and development, (d) develop
(f) inculcate so-called scientific attitudes, and (g) encourage social skill
development.
molecules are essential skills students need for solving problems in integrated
difficulties are explained by the need of students to learn many concepts, theories
and processes.
Scientists, engineers and science educators use models to concretize, simplify and
clarify abstract concepts, as well as to develop and explain theories, phenomena and
good model is that it stimulates its creators and viewers to pose questions that take
experimentally.
WAEC, consists of a list of subject contents and notes on specific areas that the
examination will focus on. Thus, it is expected to be used as a guide by both the
teachers and the examinees in preparing for a specific examination. The curriculum,
on the other hand, consists essentially of the subject contents intended objectives,
(2005), focuses mainly on the effective teaching of the subject rather than on its
different types of curriculum outcomes (Ajibola, 2008). However, all of them use
the national policy on education as their guide. This aspect focuses only on the
For the purpose of this paper, the process of developing integrated science
NPE has unequivocally provided the basic objectives as well as the structure and
dimension of science education in our primary and secondary schools. This is why
designers and developers of science curriculum have always used the policy as a
fundamental blueprint (Adeniyi, 2001). Olarewaju (1994) stated the following as the
general education of all children. However, the majority of children in many parts
of the world do not get beyond primary school. Clearly, science needs to be
be of an integrated type.
in the lower cycle of secondary education, some form of integrated science teaching
integrated science.
4. The world is so engulfed by science that every living being deserves a
and does not train as a specialist, the nonscience people can learn science in the form
chemistry, physics, etc., but involves the combination and interaction of these and
some of the subject areas in other spheres of human endeavor. The division of
science into the various subjects was fashioned out by man for his convenience.
Thus, for him to gain composite knowledge of his environment, he will necessarily
have a general view of the world of science and also appreciate the various
opportunities that are open to him in science. Even though the learner may specialize
in any of the science subject later in life, he will not be totally out of tune when
show the interdisciplinary nature of science. For instance, during the course of
geochemistry etc., they will be able to recall and demonstrate some understanding
of what is involved.
8. The processes of science serve as a unifying factor for the various science
subjects. It is necessary for the learner to know these processes through the
9. General science failed to inculcate the processes and thus the spirit of science
areas, were teaching it as biology, chemistry and physics. Science was then
considered as fragmentary.
study and adaptation centre (CESAC) before its demise or the Nigerian educational
usually invite subject specialists from the universities, colleges of education and
secondary schools to a workshop at which the invited subject specialists and the
agency officers then constitute the curriculum team. It is this team that sets on to the
1. To identify the learning experiences in their subject areas that are appropriate,
adequate and relevant to the educational level(s) for which the curriculum is
intended.
method(s) and instructional strategies for achieving the stated broad and
4. To identify appropriate teaching aids and other material resources that will
This part reviews only the integrated science core curriculum for JSS for two major
reasons:
1. The Federal Government has endorsed the use of the core-curriculum in all
secondary schools in Nigeria and thus ensuring its high degree of acceptability and
usage.
As indicated earlier, the integrated science curriculum for JSS is meant for the
modern integrated science course for three years to all junior secondary school
students. By design, it is expected to satisfy the needs of the society through the
relevance and functionality of its content, method, processes and application. The
objectives of the curriculum were derived from the NPE (NPE, 2004).
Structurally, the integrated science curriculum for JSS, as stipulated by the federal
topic has four aspects across the columns. The fifty-four major topics treated in the
The fifty-four topics are expected to be covered over a period of three academic
RESEARCH METHDOLOGY
RESEARCH DESIGN
The descriptive survey research design was adopted for the study. This method was
data for the purpose of describing and interpreting an existing situation under study.
Population
The target population for this study included all students and Integrated science
The study adopted multi-stage random sampling procedure. Out of the six
geopolitical zones in Nigeria, three zones were selected, namely; North west, South
east and South west. Their selection was purposeful in order to have a data that is
nationally representative. Using the ballot technique, one state per zone was selected.
Instrument
The only instrument for data collection was the JSS integrated science curriculum
for JSS 1 to 3.
Validation of the integrated science curriculum
To establish the validity of integrated science curriculum used, the instrument was
given to experts in the field of science education and psychology who are
instrument. Experts in English Language education were also contacted for their
Three research assistants were recruited to assist in the collection of the integrated
science curriculum. To ensure uniformity of the curriculum in all the schools, the
state ministry of education of each of the sampled states was contacted to collect the
integrated science curriculum which was compared with the ones collected from the
sampled schools. This was done in the first term of 2009/2010 academic session
In table 1, it is revealed that students in the jigsaw II group had the higher mean
score of 65.80 than the students in the conventional-lecture method group with the
mean score of 53.13. Gender wise, male and female students in the jigsaw group had
the higher mean scores of 65.70 and 65.90 respectively than their male and female
colleagues in the conventional-lecture method whose mean scores are 54.06 and
52.15 respectively.
Test of Hypotheses Involving Main and Interaction Effects of Treatment and Gender
basic science.
In table 2, it is revealed that the treatment had significant effect on students’ post-
attitude scores in basic science (F1, 149 = .000, statistically significant). This is an
indication that there was significant main effect of treatment on students’ post-
attitude scores in basic science. That is, the post-attitude scores of the students
exposed to the different treatment conditions were significantly different. Hence, the
Hypothesis 2 (Ho2):
basic science.
In table 2, it is also revealed that gender had no significant main effect on students’
post-attitude scores in basic science (F1, 149 = .096, statistically not significant). This
postattitude scores in basic science. That is, the post-attitude scores of the male and
female students were not significantly different. Hence, the null hypothesis (Ho 2)
treatment and gender on students’ post-attitude scores in basic science (F1, 149 = .175,
statistically not significant). Hence, the null hypothesis (Ho3) was not rejected.
DISCUSSION
attitudes toward basic science. There was significant difference in students’ attitudes
toward basic science in the two treatment groups with jigsaw II strategy having the
higher positive effect, while conventional-lecture approach had the lowest positive
effect. This result implies that cooperative learning strategy enhanced students’
This result is in line with the findings of [2937] who reported in their different studies
their different subject areas more than the conventional-lecture approach. However,
the finding of this study contradicts the findings of some other researchers who have
Results along gender line, as shown in tables 1 & 2, revealed that there was no
significant difference in the male and female students’ attitudes toward learning
basic science. This implies that students’ attitudes toward basic science is gender
invariant, which means that gender, as a single factor, did not contribute significantly
learning basic science, it is shown in table2 that there was no significant interaction
effect of treatment and gender on students’ attitudes toward learning basic science,
which means that treatment did not interact with gender in determining students’
attitudes toward learning basic science. This implies that gender, as a single factor,
strategy on students’ attitudes toward learning basic science was not associated with
gender characteristics.
CHAPTER FIVE
CONCLUSION
This study has attempted to review the genesis of integrated science curriculum
development to ascertain its present status. In addition, this paper discussed the
process of its development and analysed the current curriculum in integrated science.
During the exercise, the paper emphasized some of the shortcomings of the design
vis-à-vis its implementation in the classroom. Lastly, this paper identified and
discussed some of the fundamental problems in Nigerian science education that are
RECOMMENDATION
1. It is obvious that the time allocated for the teaching of integrated science in
the JSS is inadequate. Therefore, it should be increased so that the pupils will, at
trips and excursions. To facilitate this exercise, teachers should be provided with an
science teacher attends at least one workshop or seminar every year. Moreover, in-
service training should be approved for many unqualified integrated science teachers
therefore, imperative that all schools should be supplied with functional laboratories
5. Lastly, the federal and state governments should improve the working
conditions of science teachers and upgrade the status of the teaching profession and