This study, A SURVEY OF METHOD OF TEACHING INTEGRATED SCIENCE IN JUNIOR SECONDARY SCHOOL contains concise information that will serve as a framework or guide for your project work. The project study is well-researched for academic purposes and are usually provided in complete chapters with adequate References.
This study involved a survey of method of teaching Integrated Science. The research work intended to find out the factors that determine the method of teaching to be used. The best method suitable in disseminating the knowledge of Integrated Science and how different method of teaching affect the performance of the students. The study was limited to Junior secondary schools, in Odeda Local Government Area in Ogun State.
The sample comprised 60 teachers from selected junior secondary school in Odeda Local Government Area in Ogun State. The instrument used for the collection of data were validated questionnaire and the data collected were analyzed by simple percentage (%).
The researcher discovered that different methods of teaching are adopted by Integrated Science teachers.
It was also discovered that most teachers teaching Integrated Science are qualified.
The researcher discovered that demonstration method, discussion method, and question method are always used and also the rate at which the teachers use lecture method is very low.
The researcher recommended that real or improvised instructional materials should be available rather than students imagining things, this will help to enhance their learning abilities.
TABLE OF CONTENT
Background of the study
Statement of the problem
Purpose of the study
Significance of the study
Scope of the study
Definition of terms
Review of Related Literature
Concept of Teaching
Concept of Learning
Concept of Integrated Science
Aims of science teaching
Aims of teaching Integrated Science
The approaches of Integrated Science
The impact of using different methods
Factors that determining methods of teaching to be used.
Socratic or Question method
Tour/Field Trip method
Area of Study
Research population and sample
Method of data Analysis
Analysis of Data
Summary, Conclusion and Recommendation
In the old education system of 6-5-4 integrated science was a compulsory course in the first two years of secondary education. The course content/curriculum was developed by STAN committee for proper co-ordination of this committees activities, a director was appointed for the Nigerian integrated science text and work books.
In the next 6-3-3-4 system, secondary education was a two-tier three year junior and senior classes integrated science was equally made one of the core subjects in the junior secondary school by the policy. As a result of this the Nigerian Integrated Science project (NISP) had to be junior secondary classes. This was successfully done and by 1985. The pupils text and work books for the three junior classes were published (Ikeobi, 1988).
STAN had a great objective for embarking on this project for instance. It is believed that integrated science will among other thing, sharping the student power of independent observation and investigation also it will enable the students to acquire the basic science concepts and experience which help in preparing them for future specialization in science based- corpses.
Integrated science places emphasis on the process approach to teaching and learning so as to enable the student acquire basic skills of observing, manipulating classifying. If it is possible integrates science lesson/class are not expected to be classroom chalk-board and talk clarification, enter education approach problem solving concept mapping, Human material and natural resources, using stimulation, games because it is a subject that is designed to involve student in the acquisition of a series of process skills.
As Ohuche (1978) put it “According to the result of investigations and research findings embarked upon by many educational researchers among other things showed beyond reasonable doubt that drawbacks or failure of many students is caused by ineffective handling of the teaching on the part of the secondary schools teachers”.
This fact is attributed to non-challant attitudes of teachers to the usage of appropriate method of teaching that suit the age, maturity, ability and environment condition of the pupils such as play way method, questioning method, ability grouping method e.t.c. and the use of adequate and appropriate instructional aids is accompany the above mentioned strategy of teaching such aids includes real object, visual audio and visual which can be termed as a teaching device used to accompany chalk and talk method so as to make the teaching and learning more effective and understandable.
However, due to its importance in teaching and learning process it can be regarded as the pivot on which the rotates, since it helps in exposing various abstract ideas in integration science to real life situation. Thus enhancing students memory and understanding.
This project is interested in finding solutions to the problem of method of teaching integrated science in junior secondary school. More specifically, the project wants to find answers to the following questions:
This project attempts to find out the method used in teaching integrated science and to investigate some of the problems associated with the teaching of integrated science in Junior secondary school in Odeda Local Government Area of Abeokuta.
The significance of the study is to enlighten teacher in Junior Secondary School on how to use appropriate method of teaching how to manage his/her classroom, in order to enhance effective teaching.
The researcher is to make a study into the causes and likely solution to the problems. Therefore, the study will be of good value to the researcher and teacher in the sense that it would enable the researcher to know the appropriate method to use in teaching science student.
The result of the study could be used to inform the government of the situation of integrated science educational approach in secondary school and what government can do to improve the situation.
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