IDENTIFICATION OF DIFFICULT INTERGRATED SCIENCE TEACHING TOPICS
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IDENTIFICATION OF DIFFICULT INTERGRATED SCIENCE TEACHING TOPICS
ABSTRACT
The research identified challenging teaching topics in integrated science as well as the sources of their difficulty. A questionnaire was utilized to gather the necessary information, and the results were evaluated using mean and percentages. The data revealed that while some topics were tough for the teachers. Others were simple. The identified sources of the difficulty were also discovered.
Finally, recommendations based on the research findings were offered.
TABLE OF MATERIALS
CHAPTEE ONE
Introduction
1.1 The Study’s Background
1.2 Problem Statement
1.3 Study Objectives
1.4 Importance of the Research
1.5 The Study’s Scope
1.6 Research Issues
1.7 Study Restrictions
CHAPITRE TWO
2.0 Review of Literature
2.1 Integrated Science’s Nature and Structure
2.2 Qualified Teachers of Integrated Science
2.3 Infrastructure and Equipment
2.4 Difficulty Topics in Integrated Science
2.5 Root Causes of Difficult Teaching Topics
2.6 Methods of Instruction
2.7 Methodology for Teaching Integrated Sciences
CHAPITRE THREE
3.0 Techniques
3.1 Research Design
3.2 Field of Study
3.3 Study Participants
3.4 Sample and Sampling Methods
Instrumentation (3.5)
Validation and dependability
3.7 Instrument Administration
3.8 Data Analysis Methods
CHAPITRE FOUR
4.0 Discussion and Analysis
4.1 The First Research Question
4.2 Discoveries from a Difficult Teaching Topic in
Teachers Integrate Science
4.3 Results Evaluation
CHAPITRE FIVE
Conclusion, Summary, and Recommendation
5.1 Results
5.2 Conclusion
5.3 Suggestions
5.4 Future Research Directions
References
Appendix
The first chapter
1.0 BEGINNING
1.1 THE STUDY’S BACKGROUND
According to Ochu and Ekezie, science and technology are notions in national development that are indelible in the minds of African and third-world leaders. (1974).
Science was first taught in secondary schools in Nigeria as early as (1880).
It was once taught as a broad science subject before being further divided into physics, chemistry, and biology. Since the core science subject was introduced, general science has come to be considered as the science topic that is acceptable for the less gifted and is advised to individuals who are not interested in a career in science.
Therefore, a syllabus was created to include fundamental concepts in biology, chemistry, and physics that should be taught primarily to students in lower secondary school classes. (Anani 1977).
Even after the introduction of a double-credit O/level in general science, several people continued to question the wisdom of simply grouping courses together. Early in the 1960s, a new school of thought emerged that favored teaching science in the context of the typical classroom culture as opposed to being restricted by professionals.
Both school teachers are reluctant to experiment with new teaching methods in the classroom. The discussion in the classroom rarely includes activities, and the laboratory programme is rarely set up to allow for exploration.
According to Agarkara (1998), instructors gain relatively little knowledge of how to master the logics of science and new technologies from their classroom experiences. The following tasks have been attempted to be proposed since Iloputaife and Eze (1994).
Developing a comprehensive framework for science courses, merging scientific education and human characteristics, and lip dating and increasing the quality of science instruction. Although efforts have been made to improve teachers’ understanding of the scientific method and rationality, the reality of resource scarcity in most countries has prevented them from improving both the curriculum and textbook content and the frequently subpar training of their integrated science teachers.
The curriculum is cross-disciplinary and is meant to help instructors understand the concepts and pedagogical methods that tie together the several subject areas, thereby coordinating the knowledge gained from the integrated.
The course is intended to give teachers a wide perspective on science that illuminates how the student interacts with his surroundings and develops social skills. (1971).
Essentially, integrated science is intended to pique students’ interest in the subject matter so that they would continue studying it.
The purpose of secondary school was to provide students with a strong foundation in science for future studies.
The majority of J.S.S. in Nigeria included science. In the integrated science assessment, teachers perform below expectations. Eze and Iloputaife, (1994).
Statement of issues 1.2
based on the study’s historical context. Here, one or two issues are displayed.
First, some teachers struggle with finding some topics in integrated science difficult to teach. Desai (1994) reports that teachers in Nigeria have low levels of achievement in integrated science, which is further proof that this is the case. Despite the vital role that integrated science Neera plays, the situation was made worse by the alarmingly low number of competent teachers in the area. (1996).
Second, as a result, there are certain issues with the curriculum’s implementation Olarewaju (1987), in addition to the achievement being extremely poor and unimpressive Okebukola and Jegede, (1999).
As J.S.S. depart, these could undermine the rationale for the implementation of the integrated scientific core curriculum. Additionally, studies by Jegede (1999) and Akueailo (1998) seem to suggest that the teaching of integrated science in Nigerian secondary schools is deficient.
3.0 OBJECTIVE OF THE STUDY
Finding the challenging teaching subjects in J.S.’s integrated scientific curriculum is the goal of this study.
(a) In regard to the teachings field of expertise
(a) With regard to teachers’ credentials
(c) With regard to the accessibility of educational resources in the Enugu urban region of Enugu State.
1.4 THE MEANING OF THE STUDY
The government and teachers will be informed and exposed to the field on which they have specialised as a result of the identification of these challenging teaching subjects in integrated science. It will be much easier to design in-service courses for science teachers if school authorities, the government, and even the Nigerian Science Teachers Association are aware of these challenging issues.
This highlights the requirement that higher education institutions and universities prepare integrated science instructors with the necessary preparation for organizing and implementing integrated science in our secondary schools.
The exposure of these challenging problems will encourage authors and publishers of integrated science to focus closely on these many areas in their writing.
1.5 AIM OF THE STUDY
The study was limited to identifying challenging teaching topics in junior high and high schools in the Enugu metropolitan area of Enugu State.
1.6 QUESTIONS FOR RESEARCH
The research queries listed below are suggested.
Which subjects do instructors find challenging while teaching J.S.S. integrated science?
2. Why do educators find it challenging to teach the aforementioned integrated science topics?
3. What can be done to make those subjects easier to teach?
4. How does experience affect the classification of subjects as difficult?
5. How does a teacher’s qualification affect how difficult a subject is to teach?
6. How does sex affect students’ perceptions of a subject’s difficulty?
7. How does specialisation affect the classification of a topic as difficult?
8. What are the potential solutions to the problem, in your opinion?
Limitations of the research
Due to time, resource, and logistical limitations, the survey was only conducted in secondary schools in the Enugu metropolitan area of Enugu State. Additionally, this study was restricted to a sample of junior secondary school teachers in appropriately sampled schools in the Enguu urban region of Enugu State.
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