THE TEACHING OF INTEGRATED SCIENCE (ITS) IN THE PRIMARY SCHOOLS, PROBLEMS AND PROSPECTS (A CASE STUDY OF SOME SELECTED PRIMARY SCHOOLS IN IGABI LOCAL GOVERNMENT AREA OF KADUNA STATE)

THE TEACHING OF INTEGRATED SCIENCE (ITS) IN THE PRIMARY SCHOOLS, PROBLEMS AND PROSPECTS (A CASE STUDY OF SOME SELECTED PRIMARY SCHOOLS IN IGABI LOCAL GOVERNMENT AREA OF KADUNA STATE)

ABSTRACT

The research topic on: “The Teaching of Primary science (PR. SC) (also know as Integrated Science (ITS) in the junior secondary Schools ITS)in the primary schools, Problems and Prospects: A Case Study of Some Selected Primary School in Igabi Local Government Area of Kaduna State”. The objective/purpose is to determine how the teaching of Integrated Science has feature in the school curriculum as the case may be. Some literature review was made in the area of teaching science on the topic. Questionnaires were distributed and collected from respondents, the data and information collected were analyzed. Findings from the research showed that:

1. The teachers should identify the prescribed strategy of teaching integrated science; couple with the use of adequate teaching aids, inquiry experimentation, field trips and so on.
2. The major problem inhibiting effective teaching of integrated science is inadequate trained teachers in the field. Therefore, there is need for urgent attention for training and retraining for teachers in Integrated Science i.e. through seminar and workshops and in-service training.
3. The Integrated Science as a subject is included in the curriculum as a core subject in all the schools sampled (prospects)

TABLE OF CONTENTS

Title of Research                                                                            i

Approval Page                                                                                ii

Declaration                                                                                    iii

Dedication                                                                                      iv

Acknowledgement                                                                          v

Abstract                                                                                         vi

Table of Contents                                                                  vii-viii

CHAPTER ONE

1.1    Introduction                                                                          1

1.2    Statement of the Problem                                                      4

1.3    Significance of the Study                                                       6

1.4    Delimitation                                                                          7

1.5    Definition of Terms                                                                7

1.6    Hypothesis                                                                            8

CHAPTER TWO

2.0    Literature Review                                                                  10

2.1    Definition of Science                                                              10

CHAPTER THREE

3.0    Research Methodology                                                          20

3.1    The Design                                                                             20

3.2    The Sample                                                                            21

3.3    The Instrument                                                                     21

3.4    Data Collection                                                                      21

3.5    Analysis of Data                                                                    22

3.6    Validity of Instrument                                                           22

CHAPTER FOUR

4.1    Data Analysis                                                                        23

CHAPTER FIVE

5.1    Summary

5.2    Conclusion

5.3    Recommendations

References                                                                         

Questionnaire                                                                    

CHAPTER ONE

1.0    INTRODUCTION

1.1    BACKGROUND OF THE STUDY

The science curriculum at any time and place is determined by the existing theories and ideas about the nature of science. Because such theories and ideas have varied from place to place and from time to time, even for the same place; the science curriculum and its introduction have never remained static. Several programmes have been set up in various parts of the world to develop science curriculum and teaching, with an aim to suit the prevailing situation in such areas. As a result of the changing views about science, its content and materials have been subjected to modification in accordance with the reigning theories. In the 1960s the U.S.A, set up a programme called Science a Process Approach (S.A.PA.) which was developed and sponsored by the America Association of the Advancement of Science (A.A.A.S). For the A.A.A.S, science processes should precede the contents that is to say, the programme encouraged a study of the science procedure which would result in the child having the opportunity to develop intellectual skills similarly there were programmes in the United Kingdom, for example, The Nuffield Junior Science and the African Primary Science Programme (A.P.S.P) was based in East and West African.

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THE TEACHING OF INTEGRATED SCIENCE (ITS) IN THE PRIMARY SCHOOLS, PROBLEMS AND PROSPECTS (A CASE STUDY OF SOME SELECTED PRIMARY SCHOOLS IN IGABI LOCAL GOVERNMENT AREA OF KADUNA STATE)