CONCEPT DIFFICULTY AND CHALLENGES OF DELIVERY AMONG INTEGRATED SCIENCE TEACHERS: AN IMPLICATIONAL REVIEW OF CURRICULUM AND THE ENROLMENT PATTERNS IN NIGERIAN COLLEGES OF EDUCATION

Abstract

Integrated Science (ISC) was conceived to introduce students to the commonality
approach to solving problems, the development of future scientists andinculcation of
the love of science in youths. However, since its introduction, the enthusiasm to
Physics and Chemistry continue to dwindle and Biology remains the most prominent
science subject! This is attributed to the nature of teachers that teaches the subject.
ISC teachers are trained mainly at Nigeria Certificate in Education (NCE) level with
curriculum organised in themes that covers the aspects of the core science subjects
(Biology, Chemistry and Physics). It also provided for combination of the ISC
courses with subjects like Biology, Chemistry, and Physics. With the persistence of
low enrolment and poor science enthusiasm that is linked to the poor teaching
approach, there is the need to explore the nature of its teacher education program.
This study employed a mixed research method involving ex post facto to review the
NCE ISC curriculum and survey method using the Integrated Science Students
Enrolment Inventory (ISSEI) to assess the enrollment patterns in the 12 Colleges of
Education in Northwestern Nigeria. It was found that the ISC TE curriculum has
more Biology content. Similarly, more students enroll in ISC / Biology than the
physics and Chemistry combinations. Hence, the graduates are more Biology
inclined and would teach more Biology concepts and 'run away' from concepts
related to Physics and Chemistry. They inculcated phobia and perception of
difficulty in Physics and Chemistry among students. The study recommended that the
curriculum should contain a pool of elective courses in all the themes and emphasize
that students admitted into a combination (e.g Biology ISC), be made to take more
courses in the Physics and Chemistry areas.