FCT COLLEGE OF EDUCATION, ZUBA
(AFFILITED TO AHMADU BELLO UNIVERSITY, ZARIA)
GROUP 1 ASSIGNMENT
Department: MATHEMATICS
Course code: SEIT 434
Course Title: INTEGRATED SCIENCE PROGRAM
Level: 400 LEVEL
QUESTIONS:
1. HISTORY AND PHILOSOPHY OF INTEGRATED SCIENCE IN
NIGERIA.
2. IMPROVISATION IN INTEGRATED SCIENCE
S/N NAMES MATRIC.
NUMBER
1. Salihu Halimatu Sadiya U21ZM2021
2. Agbaka Terungwa Antony U21ZM2005
3. Simon Pwongwong Helen U21ZM2001
4. Bashiru Yusuf U19ZM
5. Yusuf Garba U21ZM2016
The History of Integrated Science in Nigeria
Integrated Science as a subject in Nigeria emerged from the global shift in
educational focus during the mid-20th century. The aim was to make science
education more accessible and relevant by merging the traditional disciplines
(biology, chemistry, and physics) into a single, cohesive subject. This approach
was influenced by the realization that compartmentalized science education often
failed to show the interconnectedness of scientific concepts.
In Nigeria, the introduction of Integrated Science can be traced back to the post-
independence period when there was a significant push to reform the educational
system to better serve the needs of the newly independent nation. The Nigerian
Education Research Council (NERC), later restructured as the Nigerian
Educational Research and Development Council (NERDC), played a pivotal role
in developing and implementing the Integrated Science curriculum.
The NERC, in collaboration with the Science Teachers Association of Nigeria
(STAN) and supported by international organizations like UNESCO, began the
development of an Integrated Science curriculum in the late 1960s. The first major
milestone was the creation of a curriculum that combined elements of biology,
chemistry, and physics into a single, coherent subject aimed at junior secondary
school students. The goal was to present science as an interconnected discipline,
emphasizing the relationships between different scientific concepts.
By the 1970s, Integrated Science had been officially introduced into Nigerian
secondary schools as part of the broader educational reform efforts. It became a
core subject at the junior secondary level, reflecting the Nigerian government's
recognition of the importance of science and technology education in national
development. The curriculum was designed not only to teach scientific knowledge
but also to foster critical thinking, problem-solving skills, and an appreciation of
the role of science in everyday life.
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Since its introduction, Integrated Science has undergone several revisions to keep
pace with advancements in science and changes in educational philosophy. The
NERDC has continued to update the curriculum, incorporating new teaching
methods and technologies to enhance the effectiveness of science education in
Nigeria.
The integration of science subjects into a single curriculum has been instrumental
in laying the foundation for students to pursue further studies in specialized
scientific fields. It has also helped to promote scientific literacy among the general
population, which is essential for national development in a rapidly changing
world.
Philosophy of Integrated Science in NigeriaThe philosophy behind Integrated
Science in Nigeria is rooted in the belief that science education should be holistic,
practical, and relevant to the everyday experiences of students. This philosophy
emphasizes:Interdisciplinary Learning: Integrated Science encourages the
breakdown of barriers between traditional science subjects, promoting a
comprehensive understanding of science as a unified discipline. This approach
aims to foster critical thinking and problem-solving skills by showing students how
scientific concepts from different fields are [Link] to Nigerian
Context: The curriculum is designed to reflect the socio-economic and
environmental context of Nigeria. This includes incorporating indigenous
knowledge systems and addressing local challenges such as agriculture, health, and
environmental conservation through scientific [Link] on Inquiry-Based
Learning: Integrated Science in Nigeria promotes an inquiry-based approach where
students are encouraged to explore, experiment, and discover scientific principles
through hands-on activities. This method is intended to make science learning
more engaging and to cultivate a spirit of curiosity and innovation among
[Link] of Scientific Literacy: The overarching goal of Integrated
Science is to produce scientifically literate citizens who can apply scientific
knowledge to solve everyday problems, contribute to national development, and
participate effectively in a technologically driven [Link]
introduction and evolution of Integrated Science in Nigeria reflect a broader
educational philosophy aimed at creating a more interconnected, relevant, and
2
practical approach to science education. This has been crucial in equipping
students with the necessary skills and knowledge to contribute to the country's
development in a rapidly changing world.
Philosophy of Integrated Science in Nigeria
The philosophy behind Integrated Science in Nigeria is rooted in the belief that
science education should be holistic, practical, and relevant to the everyday
experiences of students. This philosophy emphasizes:
a. Interdisciplinary Learning: Integrated Science encourages the breakdown
of barriers between traditional science subjects, promoting a comprehensive
understanding of science as a unified discipline. This approach aims to foster
critical thinking and problem-solving skills by showing students how
scientific concepts from different fields are interconnected.
b. Relevance to Nigerian Context: The curriculum is designed to reflect the
socio-economic and environmental context of Nigeria. This includes
incorporating indigenous knowledge systems and addressing local
challenges such as agriculture, health, and environmental conservation
through scientific education.
c. Focus on Inquiry-Based Learning: Integrated Science in Nigeria promotes
an inquiry-based approach where students are encouraged to explore,
experiment, and discover scientific principles through hands-on activities.
This method is intended to make science learning more engaging and to
cultivate a spirit of curiosity and innovation among students.
d. Development of Scientific Literacy: The overarching goal of Integrated
Science is to produce scientifically literate citizens who can apply scientific
knowledge to solve everyday problems, contribute to national development,
and participate effectively in a technologically driven world.
The introduction and evolution of Integrated Science in Nigeria reflect a broader
educational philosophy aimed at creating a more interconnected, relevant, and
practical approach to science education. This has been crucial in equipping
students with the necessary skills and knowledge to contribute to the country's
development in a rapidly changing
3
Improvisation In Integrated Science
Improvisation in Integrated Science refers to the use of locally available materials
and resources as substitutes for standard scientific equipment and teaching aids.
This approach is particularly important in the Nigerian educational context, where
schools often face challenges such as inadequate funding, limited access to
laboratory equipment, and insufficient teaching resources. Improvisation allows
educators to creatively engage students in practical science lessons, ensuring that
the absence of sophisticated tools does not hinder the learning process.
Importance of Improvisation
1. Enhances Learning Experience: Improvisation in Integrated Science
makes learning more interactive and engaging by providing students with
hands-on experiences. For example, teachers might use everyday items like
bottles, matches, and cooking pots to demonstrate scientific principles. This
approach helps to demystify science, making it more relatable and
understandable for students.
2. Encourages Creativity and Innovation: The practice of improvisation
encourages both teachers and students to think creatively. Teachers must
design experiments and demonstrations using whatever materials are at their
disposal, which fosters a culture of innovation. This mindset is then passed
on to students, who learn to approach scientific problems with an inventive
attitude.
3. Promotes Resourcefulness: In a context where resources are limited,
improvisation teaches students the value of resourcefulness. They learn to
make the most of what is available, an important skill both in and out of the
classroom. This also aligns with the broader goals of Integrated Science,
which aims to equip students with practical skills they can apply in real-
world situations.
4. Supports Inclusivity: Improvisation can help bridge the gap in educational
inequalities by providing an alternative means for schools with limited
resources to deliver quality science education. It ensures that all students,
regardless of the economic status of their schools, have the opportunity to
engage with scientific concepts in a meaningful way
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Examples of Improvisation in Integrated Science
1. Physics: Teachers might use a locally made pendulum to demonstrate
principles of oscillation, instead of a standard laboratory pendulum. Simple
materials like stones tied to strings can effectively illustrate the concept.
2. Chemistry: In the absence of Bunsen burners, teachers can use kerosene
stoves or candles for heating experiments. These alternatives serve the same
purpose, allowing students to conduct chemical reactions that require heat.
3. Biology: For the study of plant and animal cells, teachers can use large
diagrams drawn on cardboard or locally made models from clay, instead of
relying solely on expensive microscopes.
Challenges and Limitations
While improvisation is a valuable strategy, it also comes with certain challenges.
1. The quality and effectiveness of improvised materials may not always match
that of standard equipment, potentially leading to less accurate results in
experiments.
2. Additionally, the lack of formal training in improvisation for teachers can
sometimes result in ineffective use of available resources.
Despite these challenges, the role of improvisation in Integrated Science education
cannot be overstated. It plays a critical role in ensuring that all students, regardless
of their school’s financial capabilities, receive a comprehensive science education.
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References
Adeyemi, T. O. (2022). Challenges of Science Teaching in Nigeria: The Case for
Improvisation. Journal of Educational Innovations, 16(3), 91-99.
Akpan, B. B., & Umoren, G. (2020). The Role of Improvisation in Integrated
Science Teaching in Nigeria. International Journal of Educational Development,
63, 72-80.
Akpan, B. B., & Umoren, G. (2021). Curriculum Development and the Evolution
of Integrated Science in Nigeria. Journal of Educational Development, 61, 45-54.
Eshiet, I. T. (2019). Improvisation in Science Education: A Necessary Strategy for
Nigerian Schools. Journal of Science and Technology Education, 25(1), 34-42.
NERDC. (2022). National Policy on Education: Evolution of Science Education in
Nigeria. Nigerian Educational Research and Development Council.
Olarewaju, A. O. (2019). Integrated Science Education in Nigeria: Historical
Perspectives and Current Trends. International Journal of Science Education,
41(6), 827-836.
Okebukola, P. A. (2018). Science Education and National Development: The
Nigerian Experience. West African Journal of Education, 39(3), 211-225.
STAN. (2020). The Role of Science Teachers in the Development of Integrated
Science in Nigeria. Science Teachers Association of Nigeria Journal, 55(3), 67-75.