ABSTRACT: The research topic on: “The Teaching of Primary science (PR. SC) (also known 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
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.
The relative backwardness of primary education in the Northern states of Nigeria stimulated the consideration by the Federal Government, the governments of the then six northern states, and UNESCO to form a joint project which would improve the quality of primary education (Lassa, 1977:1). Discussion resulting from such moves were held at Zaria between the Institute of Education (A.B.U Zaria), the government of the six Northern states UNESCO and UNESCEF. The outcome of that meeting was the initiation of a programme called UNICEF/UNESCO programme but later became the Primary Education Improvement Project (P.E.I.P).
In June 1970, a writing panel made up of T.T.C. Tutors, ministry personnel and others met to decide on writing syllable and books on science and other subjects. Decisions centred on having a fresh science syallbus which was based mainly on units taken from the African Primary Science Programme (A.P.S.P) but preference was made to the Nuffield Junior Science Programme and materials for science. Later, however, the panel decided to abandon this approach and follow the steps suggested by the Nigerian Educational Research Council (N.E.R.C) through adopting a process approach method similar to that of the American science. A process approach.
By December 1971, the first book titled Primary Science One was instructions for the teaching of 26 lessons. This book centred on activities, which would provide opportunitie
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