Trends in Integrated Science PDF

# Trends in Integrated Science ## Preface Integrated Science, with the new nomenclature, Basic Science and Technology, is the science of Universal Basic Education, a programmme for all, specifically for the first nine years of formal education in Nigeria. The subject "Integrated Science" is mainly...

# Trends in Integrated Science ## Preface Integrated Science, with the new nomenclature, Basic Science and Technology, is the science of Universal Basic Education, a programmme for all, specifically for the first nine years of formal education in Nigeria. The subject "Integrated Science" is mainly to introduce young learners of science into the field. As a result, a book is needed discussing meaning, origin, philosophy, methodology, and evaluation for effective teaching and learning. This book addresses the subject's benchmark, and it is therefore recommended for teachers, students, evaluators, inspectors, and lovers of Integrated Science without any reservation. ## Acknowledgement This book would not have been possible without contributions from friends, colleagues, and advisors. The author is grateful to: - members of the Department of Curriculum Studies and Instructional Technology, Olabisi Onabanjo University, Ago-Iwoye, Ogun State, Nigeria. - members of the Faculty of Education for the loving and supportive environment that allowed the writing of this book to be possible. The author would like to thank: - Overseer TO Ojo, Pastor JO Oyewole and Pastor SA Ameh for their ongoing spiritual guidance, prayers, and fasting in support of his life endeavors. - Dr AA Olaoye for his regular calls and advice, both physically and spiritually. - Dr Kola Odunaike, Prof Kehinde Alebiosu, and Prof Dolapo Ayowole Alabi for taking the time to review theoretical books for necessary corrections. ## One ### 1.0 Introduction Considering the evolution of science teaching and learning in Nigeria, it is impossible to ignore the exertion of Erinosho (2004), who argued that for science to have a meaningful impact on development it requires a new approach to science education. This approach should incorporate the fundamental principles and concepts rooted in tradition, culture, environment, daily experiences, and resources within communities (Cobern 1993; Cossons 1993; Jegede 1994, 1998; Kroma 1995; Jegede 1998; Putsoa 1999). This exertion has produced a result, the emergence of Integrated Science (Basic Science and Technology). The goal of Integrated Science is to cultivate subjects like Physics, Chemistry, Biology, Health Science, Geography, Anthropology, Environmental, Technical, and Vocational Education and concepts like HIV/AIDS. Integrated science is indispensable in terms of science and technology development. For example, the G7 industrialized nations of the world (Japan, United States of America, Germany, France, Britain, Italy, and Canada) have shown that applications of science can have both positive and negative impacts on human life on Earth. They've developed: - food - drugs - clothing - fuel - airplanes - computers - radio - refrigerators - nuclear weapons - neutron bombs, etc. Nickerson (1986) noted this when he said that "So smart are we that as a result of technological wizardry, we have reached a point at which we can destroy anything around us and ourselves as well. In fact, not only do we have this power, but we are in imminent danger of using it, perhaps without even wanting to." Emovon (1985) noted that science has bestowed a better quality of life on humans, if only humans can control their selfish instincts. The destructive uses of science, feared by anti-nuclear protesters, demonstrate that virtually all the tools that make life worth living are derived from science. Reflection on Integrated Science is valuable, requiring a deep understanding of the subject matter and teachers' pedagogy to provide a meaningful educational environment. ## Two ### 2.1 Teaching Integrated Science in Schools Integrated Science is a necessity in schools. It's a subject that requires students to understand the fundamental unity of science. Students need to be able to approach problems using a scientific approach and to understand the role and function of science. Science is an essential force that guides everyday life and the world in which students live. UNESCO-UNICEF (1971) provided three key characteristics of Integrated Science: - a breakdown of the traditional boundaries between separate sciences - an emphasis on the underlying methodology and process that characterize the scientific outlook - a scientific study of the environment and the technological requirements of everyday life. The National Policy on Education (1981) stipulated that an Integrated Approach be used in developing and teaching Science for the first nine years of formal education in Nigeria. It was argued that education in science within the first nine years should be aimed at “preparation for useful living within the society, and for higher education." The school Science subject taught in the Junior Secondary School component of the Nigerian education system is known as Integrated Science. This aligns with UNESCO-UNICEF's (1971) belief that Junior Secondary School students should be exposed to “a board view of science which enlivens and enlightens their interest in the environment, and contributes to the development of their mental, manipulative and social skills”. Here are some of the key advantages of Integrated Science: - It is a necessity for students to survive in the current world of Science and Technology - It provides a strong foundation for students to continue their education in specialist areas of science. - It is a solution to the problem of overcrowding the school academic timetable with too many single subject courses. - It emphasizes the inter-disciplinary nature of science. - It highlights the importance of the scientific process and its relevance to various academic subjects. - It teaches students the real world, a non-compartmentalized natural environment, allowing them to apply the Integrated Approach to studying the environment. ## Three ### 3.1 Evaluation of Integrated Science Evaluation is an essential concept in the teaching and learning of science and technology education. It is a critical tool that can help regulate the curriculum and gather valid information on student achievements. This information can then be analyzed and used to assess the effectiveness of teaching and educational programs (Okpala, Onocha, and Oyedeji, 1993). An Integrated Science teacher must understand how evaluation can be used to uncover areas of weakness or strength and to assess the level of student achievement. Evaluation can also reveal the quality of education materials or programs and highlight the progress of teachers and students. The need for a comprehensive evaluation of Integrated Science Curriculum emerged as a result of the need for a more thorough assessment of: - subject matter - teachers - students. Erinosho (2004) emphasized that "Literature emphasizes the fact that for science to meaningfully impact on development, a new approach in science education that incorporates the fundamental principles and concepts that are rooted in the traditional cultural environment, daily experiences, and resources within the communities is necessary (Cobern 1993; Cossons 1993; Jegede 1994, 1998; Kroma 1995; Jegede 1998; Putsoa 1999)." The use of an integrated approach within science teaching was discussed at the first international conference organized by UNESCO in 1968, held in Droubja, Bulgaria. This conference led to further development of Integrated Science education, becoming an annual event that continues to this day. Subsequent conferences took place in the United States of America in 1973 and the Netherlands in 1978. By 1970, educators and teachers in Nigeria recognized the importance of using an Integrated Science approach to teaching. This is because integrated science is seen as a way to connect students to their environment. Integrated Science fosters inquisitiveness and skills related to the discovery of concepts and their applications. The Science Teachers Association of Nigeria (STAN) published a Curriculum Newsletter in 1970 that discussed the philosophy, methodology, content, and evaluation of Integrated Science. Integrated Science was subsequently incorporated into the Nigerian school system, based on suggestions from UNESCO and STAN. ### 3.2 Evaluation of the Junior Secondary School Integrated Science Curriculum Evaluation determines the effectiveness of a program, whether it be a course or a specific program within a school. In Nigeria, the curriculum for Science education at the universal Basic Education level was established in 2004, followed by a review in 2005. This curriculum development was based on the National Policy on Education. The lack of funding from the Federal Government has resulted in significant delays in the review of the curriculum. This is a significant problem for a dynamic country like Nigeria. This lack of attention to the curriculum highlights the importance of ongoing feedback regarding all aspects of Integrated Science education, even for recent curricula. Ivowi (1999) conducted a study to assess the opinions of secondary school science teachers who would be teaching the newly developed Integrated Science curriculum to Junior Secondary School pupils. This study found that the teachers agreed with the ten desirable objectives that formed the major concepts of the curriculum. The findings demonstrated the importance of an Integrated Science approach in secondary school education, but also highlighted a need for an effective plan to introduce this curriculum. Without support from the teachers, the desired revolution in secondary school science teaching and learning is less likely to succeed. The key to the success of this new curriculum is emphasizing the integration of laboratory activities and content. ### 3.3 Evaluation of Resources for Integrated Science Teachers need resources to effectively teach Integrated Science, but the lack of commitment from teachers, combined with a shortage of qualified teachers (Onocha and Okpala 1990; Olanrewaju 1999) and a lack of high-quality instruction (Odubunmi 1986; Olarewaju 1999) highlight the major hazards of Integrated Science teaching. Afuwape (2003) emphasizes that Integrated Science teachers need to be versatile in understanding the scientific field and capable of relaying this information through educational pedagogies. This instruction should be applicable to students from different backgrounds, and teachers need to fully understand the subject matter. Teaching is also about more than just knowledge; it requires a deep understanding of the art and science of teaching (Ogunyemi, 2000). It is discouraging to find that many teachers are specialized in just one science subject, limiting the scope and quality of their teaching. This is further challenged by the lack of funding and resources from the government, creating an additional barrier to successful science teaching and learning. ### 3.4 Evaluation of the Method of Teaching Integrated Science The traditional chalk and talk method is not the only way, nor is it the most effective way, to teach Integrated Science. While it remains common within school systems, a growing number of training programs, seminars, workshops, and research in Integrated Science are reducing this reliance on traditional methods. Afuwape (2004) has identified multiple methods of teaching Integrated Science that can help create scientifically literate students who can think relationally, understand the importance of creativity, and apply these skills to all areas of education. These methods are: - *Discovery Method* - *Fieldtrip Method* - *Value Clarification* - *Enter Educate Approach* - *Problem solving* - *Concept Mapping* - *Human, Materials & Natural Resources* - *Mutual Instruction* - *Simulation Game* - *Individual Set Experiment* ### 3.5 Tools of Evaluation in Integrated Science Teachers need to use a diverse array of tools to collect assessment data on learners, leading to effective evaluations. Some tools include: - Oral test - Performance test - Observational schedules - Interviews - Rating scales - Questionnaires - Sociometric tests - Logs - Diaries - Reports. A diverse selection of these tools should be used to evaluate Integrated Science. - **Oral tests** are not recommended in Integrated Science; information on scientific concepts and principles should be assessed using performance-based assessments instead. - **Performance tests** are recommended in Integrated Science to provide a deeper understanding of students' mental and manipulative abilities. - **Achievement tests** provide a record of Integrated Science student performance and can be used to accurately assess skills. Standardized tests are a valuable way to measure student progress. - **True/False, Matching, Multiple Choice, and Completion tests** are all valid and helpful tools for measuring student learning in science and should be used as part of the assessment process. - **Behavioral Assessment Tests** are an effective way to record student progress. The use of anecdotal records and systematic observations can provide invaluable data on specific skills, like those needed to complete volumetric or quantitative analysis. - **Questionnaires** can reveal valuable insights on student attitudes, interests, and feelings about courses and topics. They can be either open-ended or closed-ended and provide educators with significant information about how students are experiencing the subject. - **Reflections on teaching methodology** by Integrated Science teachers offer valuable insights into the quality of the educational experience provided, the effectiveness of the standardized tests given, and the overall impact of their teaching on students' learning. ## Four ### 4.0 Integrated Science from 1960s - 2005 in Nigeria: Which Way To Go? Integrated Science was first introduced in Nigeria during the 1960s as a novelty in the teaching and learning of science. In order to address the need for a broader, more comprehensive approach to education, the subject has since expanded to include a variety of branches of science, including Biology, Chemistry, Earth Sciences, and Physics. Integrated Science now underpins various fields, including health, environmental education, and technology. Integrated Science has evolved to meet the changing needs of the Nigerian school system. It originated as Hygiene, Nature Study, Rural Science, and General Science before evolving into a more thorough examination of the subject matter. As science education grew, the implementation of Integrated Science into the Aiyetoro Comprehensive High School served as a benchmark for curriculum development, creating the need for a formal, standardized curriculum. This led to the founding of a National Science Curriculum Development Committee, eventually becoming the well-known Nigerian Educational Research and Development Council (NERDC). The importance of science teaching and learning has resulted in a series of international conferences beginning in 1968. Organized by UNESCO in Droubja, Bulgaria, this meeting was the start of an annual event that continues to this day. Subsequent conferences were held in the United States of America in 1973 and the Netherlands in 1978, showcasing international attention to this important subject and the expansion of the Integrated Science method. The need for a more integrated approach to science education was a growing concern within the Nigerian school system. This recognition led the Science Teachers Association of Nigeria (STAN) to publish a Curriculum Newsletter in 1970 that detailed the philosophy, methodology, content, and evaluation of Integrated Science. Integrated Science was then incorporated into the Nigerian school system, relying heavily on input from UNESCO and STAN. ### Meaning and Characteristics of Integrated Science Despite the need for integration in teaching science, there is no universal agreement on the definition of Integrated Science. However, UNESCO-UNICEF (1971) defined Integrated Science as an approach to teaching that addresses concepts and principles with the goal of showing the fundamental unity of scientific thought. The intention is to avoid undue stress on the distinctions between various scientific fields. When applied to science courses, the concept of integration is a method of teaching that ensures students gain a better understanding of the core concepts in science. It encourages students to use scientific thinking to solve problems and to understand the relationship between science and everyday life. Students should be provided with the information needed to properly address the role and function of science within the world they live in. UNESCO-UNICEF (1971) identified three key characteristics of Integrated Science: - It breaks down the traditional boundaries between separate sciences. - It emphasizes the scientific process and methodology, providing students with a better understanding of the scientific outlook. - It encourages a scientific study of the environment and the technological requirements of everyday life. The National Policy on Education (1981) mandated the use of an Integrated Approach to Science in the first nine years of formal education in Nigeria. Science education within the first nine years is considered a necessary foundation that must be developed for a person’s successful transition into higher education. Integrated Science is a key component in the Nigerian education system, and it's used in the Junior Secondary School component of education. This aligns with guidance from UNESCO-UNICEF (1971), which stresses the importance of a “board view of science which enlivens and enlightens their interest in the environment, and contributes to the development of their mental, manipulative and social skills”. The advantages of Integrated Science are: - It is a necessity for students to survive in a rapidly changing world. - It provides a strong foundation for further specialization in science. - It reduces the number of single subject courses needed to provide students with a comprehensive understanding of science. - It emphasizes the inter-disciplinary nature of the various disciplines and their importance to one another. - It encourages the scientific approach and highlights its importance to a wide range of subjects. - It allows students to engage with the real world, a natural environment that does not operate in isolated compartments. ### The Concept of Integration Integrated Science aims to expose students to science and to teach them about its relation to the environment. The goal is to encourage scientific inquiry within students through guided-discovery, inquiries, heuristic approaches, and simulations. Integrated Science centers around three core concepts: - Life - Matter - Energy. These concepts are interwoven with structure, classification, and change, allowing for a comprehensive, holistic understanding of the subject matter. Lessons and units relating to these core concepts are presented using a spiral approach, based on a clear understanding of the scientific processes, knowledge, concepts, and principles. These lessons are supported by proper scientific references, including formulas and equations. Integrated Science aims to create a strong connection between students and the environment by using a practical approach. This connection to the real world is essential to help students understand the meaning of science. ### Contributions to Teaching of Integrated Science and Shortcomings Many science educators, governmental and non-governmental organizations, and professionals organizations have worked to improve the quality of Integrated Science teaching and learning within Nigeria’s Junior Secondary Schools. These efforts include: - the production of textbooks, workbooks, and guides for teachers and students. - the conducting of research to assist in teaching and learning. - the provision of facilities to aid in Integrated Science instruction. The support for Integrated Science in Nigeria is significant, and it can be traced to influential initiatives such as: - STAN (1984; Bajah, 1990; Ivowi, 1999). - UNESCO/UNICEF and government Ministries. There is a high expectation for the success of Integrated Science instruction. This is based on the assumption that students will have more positive attitudes toward science and that learning outcomes will be exceptionally positive. Unfortunately, the current perception of integrated science education does not reflect these expectations. It is disheartening to find that many academics (Balogun 1992; Olagunju 1995; Olanrewaju 1999) are not seeing these positive changes. The reasons for this lack of progress are many and include: - a shortage of qualified teachers. - teachers with limited commitment to their profession. - a lack of understanding amongst students regarding the scope and depth of the scientific concepts. This lack of understanding reflects deficiencies in teacher preparation (Okpala and Onocha, 1995) and has led to educators recognizing the need for research, focusing on improving the quality of Integrated Science within schools. Here are examples of programs created to address these issues: - Olafimihan (1992) focused on improving integrated science instruction within large classes. - Esho (1999) emphasized the use of systematic assessment in integrated science teaching. - Ezeudu (1998) addressed the value of using a student’s primary language in integrated science education. - James (1998) looked at the use of human resources to improve Integrated Science teaching. - Onocha and Okpala (1985) explored the ideal time to teach Integrated Science. - Afuwape (2002) emphasized the use of simulations to encourage understanding, inquiry, and creativity within Integrated Science teaching. A letter was submitted to NERDC requesting that Integrated Science become a standardized subject, included in the Senior Secondary School curriculum. ## Five ### 5.0 Integration in Science Teaching - Learning: Problems and Prospects Science and science education should start with a focus on understanding our world. Naughton (1994) explained that science is an instrument that helps us make sense of the world through the examination of its laws and principles. Science uses logic and imagination, guided by principles like scientific inquiry, to predict events. Science requires evidence and is an extremely valuable avenue for understanding, improving, and relating to the world around us. The study of science provides rich and exciting experiences that help nurture students to approach future scientific challenges with confidence. The integration of science in teaching is complex. In the past, science was often divided into various disciplines, such as Biology, Chemistry, Physics, Mathematics, and Technology. There is a fundamental unity of scientific thought, and a move toward a more integrated approach to science education was recognized by UNESCO-UNICEF (1971) and became known as Integrated Science, or Basic Science and Technology. This approach to science education ensures that students understand this unity and that they are provided with the tools to address the various challenges of the scientific world, including those that relate to the environment, technology, and human life. Science plays a vital role in human life. It impacts our ability to provide ourselves with basic needs, security, and social amenities. Science education should be treated with significant attention because its importance cannot be over-emphasized. Science education is a fundamental component of national development for a developing nation. In his 2004 study, Erinosho affirmed that science's importance was recognized by Aanu in 2010. They both believed that a new, more meaningful approach to science education is needed. This approach should incorporate fundamental principles and concepts rooted in tradition, culture, environment, daily experiences, and resources within communities. In the context of science education, “integration” is a key concept. In its most basic form, it can be seen as how science impacts a range of disciplines. It has a key role to play in the teaching and learning of science. Integration emphasizes the fundamental unity of science, demonstrating the value of scientific principles across multiple disciplines and providing students with the tools they need to approach scientific problems. It encourages students to understand the role of science in everyday life and to be aware of its importance in shaping the world around them. D'Arbon (1972) emphasized that the term “integrated” signifies the importance of teaching students about the fundamental unity of science, including the commonality of approaches to problems and the significance of understanding how science impacts daily life. Gang (2010), building on D'Arbon's insights, stressed the importance of integrating technology and education in modern society. This is not only about incorporating technology into the classroom, but about recognizing the essential role of technology in encouraging students to develop essential skills necessary for successful transitions into a digitally advanced world. The advantages of a process of integration within science education are clear: - It honors the unique needs and experiences of students. - It emphasizes the fundamental unity of science. - It provides a solid foundation for specialization. - It enriches scientific study with a meaningful cultural dimension. The process of integration within science education aims to move science forward, ensuring that science is a valuable, practical, and applicable tool for today’s problems. ### Issues on Basic Science and Technology (BST) BST, or Basic Science and Technology, is the subject that introduces students to the world of science during their first nine years of education. The subject curriculum is presented at two levels. The first level, covering Basic 1 through Basic 3, introduces students to the subject as a core area of study. The second level, covering Basic 4 through Basic 6, continues the subject and expands on the knowledge students have acquired. The same approach is applied to Basic 7 through Basic 9. This paper recognizes the important leadership role of the National Council of Education in changing the terminology for these core science subjects. The formal change from “Integrated Science” to “Basic Science and Technology” is extremely valuable, allowing for greater clarification of the subject matter and the emphasis placed on providing students with the groundwork they need to move forward in their science education. The challenge is to ensure the quality of the new “Resource Educators,” making certain that they are equipped to handle this subject matter. This is a critical step to take, and it's essential that the National Council of Education provides the appropriate support to these educators, ensuring that the new curriculum is successfully implemented. A recent study ("American National Research Council" (2002)) explored the important role of rethinking and re-evaluating curriculum, teaching, assessment, and teacher development in science education. A key component of this process is determining whether these efforts coincide with the Seven Principles of Learning with Understanding, first introduced in the 1990s. This guidance highlights the critical importance of developing a curriculum that allows students to engage in structured learning activities that encourage problem solving and inquiries. Science education must move beyond the more traditional approaches and create a learning environment that utilizes student experiences and real-world applications. This is a critical step to ensure that students are engaged in their learning. ### Conclusion The evolution of integrated science in Nigeria can be traced from its original conception with Hygiene, Nature Study, Rural Science, and General Science. The implementation of Integrated Science came with challenges that were addressed through the development of a standardized curriculum and a continuous focus on improving the educational system. - The need for an effective curriculum was addressed through a continuous review of the subject matter. - The importance of qualified, committed teachers was recognized. - The role of resources in supporting both students and teachers was also acknowledged. The move to a more integrated science approach has been a significant step forward. The core concepts of Integrated Science, along with the challenges of implementation, provide valuable insights for a more productive and meaningful journey in science education. Integrated Science has the potential to create the future of science education. With a renewed focus on effective evaluation, a more comprehensive understanding of the subject, a commitment to ongoing research, a more deliberate approach to professional development, and careful consideration of the new challenges facing educators, Integrated Science can achieve its goal of meaningful impact.