Developing Nigerian Integrated Science Curriculum: Full Length Research Paper
Developing Nigerian Integrated Science Curriculum: Full Length Research Paper
Developing Nigerian Integrated Science Curriculum: Full Length Research Paper
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 reviewed the genesis of integrated science curriculum development in Nigeria to
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 development, analysed the current
curriculum in integrated science and emphasised some of the short-comings of the design in relation to
its implementation in the classroom. This paper also identified and discussed some of the fundamental
problems in Nigerian integrated science education that are militating against the achievement of
integrated science curriculum objectives, and profferred useful recommendations.
Key words: Curriculum, curriculum development, curriculum objective, integrated science.
INTRODUCTION
Science education plays a vital role in the lives of
individuals and the development of a nation scientifically
and technologically (Alebiosu 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. To make her citizens show interest in
science education, Nigerian government came up with a
policy that 60% of the students seeking admission into
the nations universities, polytechnics and colleges of
education should be admitted for science oriented
courses, while 40% of the students should be considered
for arts and social science courses (Ajibola, 2008). This
governments effort cannot be said to have yielded much
fruits given the dwindling nature of students seeking
admission into science-oriented courses in the Nations
tertiary institutions, more students are seeking admission
into art and social science courses than those of the
science-oriented courses on yearly basis.
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 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
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WHAT
IS CURRICULUM
DEVELOPMENT?
AND
CURRICULUM
HISTORY
NIGERIA
OF
CURRICULUM
DEVELOPMENT
IN
Statement of problem
In 1972, the federal ministry of education commissioned
a group of Nigerian science educators to work on
integrated science as a subject (Olarewaju, 1994). The
result of their deliberation was documented in STANs
curriculum development newsletter 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 the better understanding of topics at upper level?
Purpose of the study
This study purposes to look, critically, into the Nigerian
integrated science curriculum at the JSS level in order to
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IDENTIFICATION
AND
ANALYSIS
OF
THE
CORE-CURRICULUM
IN
INTEGRATED SCIENCE FOR NIGERIA JUNIOR
SECONDARY SCHOOL (JSS)
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.
2. It is, to some extent, similar in concept, structure and
methodology to its precursor known as Nigerian
integrated science project (NISP) and Nigerian secondary
schools science project (NSSSP) in integrated science
which was developed by the defunct CESAC.
As indicated earlier, the integrated science curriculum
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1.
2.
3.
4.
Year 1
1. Classification of matter.
2. Grouping of organisms.
3. Activities of living things.
Year 2
Year 2
Ecology-specific habitat
aquatic.
Year 3
Year 3
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Year 2
Year 2
1.
2.
3.
4.
5.
Year 3
1.
2.
3.
4.
5.
6.
7.
8.
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141
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APPENDIX A
Integrated science
Secondary Schools
aquatic.
curriculum
for
the
Junior
Year 2
1.
2.
3.
4.
5.
Year 3
Year 3
1.
The functioning of human body, nervous system,
reproductive system.
2.
Health.
3.
Keeping the body fit.
Year 1
1. Observing non-living components.
2. Investigating the properties of matter.
3. Measurement.
4. States of matter.
5. Air.
6. Water.
7. Man in space.
Year 2
1.
2.
3.
4.
5.
Year 3
Theme 2: You and your home
Year 1
Health and family-importance of personal cleanness to
family health.
Year 2
1. Childs growth and development-Physical growth.
2. Energy and appliance-Types of energy.
Year 3
1. Continuity of family.
2. Childs growth and development-Care of child.
3. Energy and Appliances-Appliances in the home.
1.
2.
3.
4.
5.
6.
7.
8.
1. Effect of force.
2. Simple machine.
3. Maintenance of machines.
Year 3
Year 2
Ecology-specific habitat studies, including land and
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Year 2
Year 1
Year 3
Year 2
1. Continuity of family.
2. Childs growth and development-Care of child.
3. Energy and Appliances-Appliances in the home.
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1. Classification of matter.
2. Grouping of organisms.
3. Activities of living things.
Year 2
APPENDIX B
Integrated science
Secondary Schools.
curriculum
for
the
Junior
Ecology-specific habitat
aquatic.
Year 3
Theme 1: you as a living thing
Resources from living components of the environment.
Year 1
1.
2.
3.
4.
Year 2
1.
2.
3.
4.
5.
Year 3
1. The functioning of human body, nervous system,
reproductive system.
2. Health.
3. Keeping the body fit.
1.
2.
3.
4.
5.
Year 3
Theme 2: You and your home
Year 1
Health and family-importance of personal cleanness to
family health.
1.
2.
3.
4.
5.
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Year 1
Year 2
1. Science related occupation.
2. Tools (machines) for work.
3. Force.
Year 2
Year 3
1. Effect of force.
2. Simple machine.
3. Maintenance of machines.
Year 3
1. Energy and work.
2. Energy conversion and transfer.