INTEGRATED SCIENCE CURRICULUM CONTENTS IN THE CONTEMPORARY NIGERIA: RATIONALIZATION OF ITS INTEGRATION

Abstract

A discipline usually is designed to address long lasting yearnings of a nation. This
paper examined the extent of integration of the curriculum contents in Integrated
science. It examined the extent of integrating concepts in Integrated Science,
ascertaining the perception of authors of Integrated science textbooks as well as
teachers and advocated for all-inclusive overhauling in Integrated science
curriculum contents structuring. A qualitative comparative content analysis was
adopted to appraise the available curriculum themes, topics and contents in
Integrated science in Nigeria. Results revealed that there existed a dichotomous
Integrated science curriculum contents structure and treatment by authors of texts
and teachers in the discipline; few foreign authors managed to integrate few
concepts in their texts but inconsistently; a wider gap existed in the approach to
science teaching in Nigeria and those of the developed nations; Nigerian science
curriculum goals are more of expressive rather than provocative; there were no
emphasis on hours required for hands-on and minds-on activities in science and
technology in the Nigerian Integrated science curriculum contents treatment, and,
Integrated science has not had a wider embracement like other science disciplines at
the senior secondary school and the university. It is therefore concluded that the
attention of Nigeria Educational Research and Development Council (NERDC) be
drawn to lapses identified in the current science curriculum contents and a reform be
effected to thoroughly generate a curriculum that shall contain contents which can
truly actualize concepts integration. It was accordingly recommended that there
should be a change in foci of school science curriculum from knowledge delivery to
learners development, and, in structure from subject-centered to a life-oriented
discipline, as well as encourage a more enquiry learning and problem solving to
move learners from a receptive to an active participants in science learning among
others.