The problems of the Nigerian integrated science curriculum

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Periodical article

Title:	The problems of the Nigerian integrated science curriculum
Author:	Tsuma, O.G.K.
Year:	1991
Periodical:	Kenya Journal of Education
Volume:	5
Issue:	1
Pages:	106-122
Language:	English
Notes:	biblio. refs.
Geographic terms:	Nigeria West Africa
Subjects:	science education education Curriculum subjects science secondary education
Abstract:	By incorporating natural phenomena of the Nigerian environment the Nigerian integrated science curriculum, designed by the Science Teachers' Association in Nigeria (STAN), attempts to provide an answer to a long-standing criticism of the content of traditional science curricula in African schools, namely that they have a foreign bias and are geared towards external examinations. The success of STAN's effort, however, should not preclude a critical examination of several questions which arise in consequence. These include the pedagogical expedience of integrated science versus subject matter integration, and the need to meet certain prerequisites so that in case integrated science disintegrates, its constituent subjects - physics, biology and chemistry - may be studied separately. The author concludes that the greatest challenge for integrated science and, indeed, for science education as a whole, is that it must contribute substantially to the enhancement of the thinking processes of Nigerian youth, and science educators must be able to document that contribution through empirical research rather than relying on mere speculation. Bibliogr.