THE IMPACT OF EFFECTIVE PLANNING ON TEACHING AND CURRICULUM DEVELOPMENT ON TEACHING AND LEARNING OF INTEGRATED SCIENCE
1.1 Background of the Study
Nigerian Educational System has gone through various developments and changes viz-a-viz curriculum issues. The dynamic nature of the curriculum process informs the concept of effective planning of integrated science curriculum in secondary schools.
This is so because science education plays a vital role in the lives of individuals and the development of a nation scientifically and technologically (Aleboisu and Ifamuyiwa, 2008). It is widely and generally acknowledged that the gateway to the survival of a nation scientifically and technologically is scientific literacy which can only be achieved through science education. This starts from giving students a good foundation in integrated science from junior secondary level.
But government in this direction can not be said to have yielded much fruits given the dwindling nature of student’s performance in integrated science in junior secondary school and the low rate of students offering science in senior secondary school as well as their performance in core science subjects.
Disturbed by this ugly development, researchers in the field of science education in 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 junior secondary school level that is integrated science. Integrated science provide 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 subject (Biology, Chemistry and Physics) at Senior Secondary School level which are pre-requisites for studying science oriented courses at the Nation’s tertiary institutions.
They also found that lack of qualified teachers, lack of practical work as well as lack of equipment and facilities for teaching, insufficient allotment of time for integrated science on the school time table and poor methods of teaching are the major factors militating against the successive implementation of the core curriculum in integrated science (Ajuwape and Olatoye, 2004).
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