Related Papers
Technolearn an International Journal of Educational Technology
Problems and Prospects of Teaching Integrated Science in Secondary Schools in Warri, Delta State, Nigeria
2013 •
mark otarigho
Journal of Education and Practice
Challenges Faced by Teachers in Teaching Integrated Science in Junior High Schools in Aowin Municipality-Ghana
2018 •
Isaac Asare
Teachers face considerable challenges when teaching Integrated Science at the various schools. This paper identifies some of the challenges faced by teachers that are possibly hindering them from teaching science effectively and suggests recommendations for school administrators. This study followed a mixed-methods research design. The instrument used was a structured questionnaire. Data for the study were obtained by administering 70 questionnaires to 70 teachers. Six (6) public and one (1) private Junior High School were selected purposively. 10 teachers were sampled randomly from each Junior School making a total of 70. A questionnaire consisted of four-point Likert scale items and qualitative items were developed. 70 questionnaires were fully answered and returned. The data were analyzed using frequency counts and percentages. The paper recommended that, regular workshops should be organised for all teachers to enable them handle Integrated Science effectively, in- service train...
Challenges Inhibiting Effective Implementation of Integrated Science by science teachers at the Junior High Schools in Kwahu West Municipality, Ghana
Journal ijmr.net.in(UGC Approved)
This study examined the challenges inhibiting effective implementation of integrated science by scienceteachers at Junior Secondary school level in Kwahu West Municipality in Ghana.The study used a descriptive exploratory survey research design.Purposive sampling was used to select 60 science teachers, 8 circuit supervisors and 8 science coordinators yielding a sample size of 76 subjects. The main data collection tools were questionnaires and interview schedules. The study established that the major challenges inhibiting effective implementation were: breadth of curriculum content to be covered, inadequate and poor state of instructional resources and workshops, low experience on hands-on techniques in handling science practical and inadequate in-servicing of science teachers. These challenges compromised the adoption ofhigh -impact teaching for science including:low teacher’s enthusiasm, inadequateexcursions and field-visits, low exposure to laboratory practicals and group-work amongst others. It was apparent that implementing science lessons with one or more elements of highimpact teaching may lead towards makinga difference, particularly if these teaching practices produce in students positive long-term memories about their science education.It was, therefore, recommended that there is the need for provision of science workshops andequipment as well as regular in-servicing of science teachers on modern high impact teaching strategies by the Ghana Education Service to
Challenges face by Science Teachers in the Teaching of Integrated Science in Ghanaian Junior High Schools
Kenneth Adu-Gyamfi (Ph.D)
Notwithstanding the quantum of research works in the literature relating to school science, there are still issues for science educators and researchers to consider and read around. Even at higher platforms such as UNESCO, research works on science education are presented and discussed in order to clear the way for quality science education. In this paper, an investigation into challenges science teachers face in teaching Integrated Science at the Junior High School level was conducted. Qualitative approach such as open-ended interviews and observations of science syllabus, standard examination questions, and students’ textbooks were deployed to investigate the challenges of science teaching with 10 science teachers in a developing country. The challenges so identified included loaded science examination papers, attitude of students towards school science, the concept of improvisation, and students’ preparedness towards new science lessons. These challenges in one way or the other affect the teaching methodology selection by teachers for quality science education. It was therefore recommended in addition to other things that experts in improvisation should take a second look at the concept in order to incorporate the current edition of scientific concepts which have been added to the Basic School Science.
International Journal of Scientific Research in Science and Technology
Basic School Integrated Science Teachers’ Pedagogical Content Knowledge and Its Usefulness in Their Lessons Delivery
2023 •
International Journal of Scientific Research in Science and Technology IJSRST, Ezekiel Akotuko
The study investigated basic school integrated science teachers’ pedagogical content knowledge and its usefulness in their lesson’s delivery. The study was carried out within basic schools in the Kassena Nankana Municipality. Two research questions were formulated for the study. Purposive sampling technique was adopted for the study. 100 integrated science teachers were sampled for the study. Self-developed questionnaire was formulated and used for collecting data from the participants. The reliability of the items was determined using Cronbach alpha coefficient of reliability. The data collected were analysed using descriptive (mean, percentage and standard deviation) and inferential statistics (ANOVA). The results of the study proved that integrated science teachers PCK play a very significant role in their lessons delivery. The results of the study also indicated that peer observation and mentoring, professional upgrading, observation visits to other schools, individual and collaborative research and workshops are the major key policies capable of improving integrated science teachers PCK. Based on the findings, it was therefore recommended that in-service training should be organised frequently for teachers at the basic level, Ghana Education Service and Ministry of Education should increase the quota for study leave with pay for integrated science teachers at the basic level and newly trained teachers should be given mentorship by experienced teachers.
Attitude of science teachers towards teaching Integrated Science in Junior High Schools
iJSRED Journal
Science education is concerned in producing a scientifically literate society by acquainting the students with certain basic knowledge, skills and attitudes. For these and other reasons this study researches into the attitudes of science teachers towards the teaching of integrated science in Junior High Schools (JHS) level in Cape Coast Metropolis. There are 57 JHS in Cape Coast Metropolis, due to lack of time and financial constraints, the researcher used 10 of these schools containing 25 science teachers. A questionnaire was constructed and copies were sent out to the 10 schools selected purposely for the integrated science teachers to complete them. After completion, the data were analyzed and discussed in the text. From the analysis of the results, the following findings were established. That the background of the science teachers was moderately adequate for teaching science at the JHS level. It was also noticed that the materials and resources available for science teaching as well as community participation in science are inadequate at the JHS level. The result showed that teachers used various methods of teaching science. The result also revealed that science teachers face numerous problems. It was recommended that more specialist science teachers should be trained at the post-secondary or University Colleges of education to come and teach at the JHS level. Finally, government and curriculum planners should try and device a science curriculum for JHS that will relate to relevant contemporary issues of society and of the world at large.
A Study on Students' Achievement and Perception of Integrated Science in Colleges of Education in Nigeria
IOSR Journals
The focus of the present study was to find out whether students' make excellent or weak achievements in integrated science in colleges of education in Nigeria. It also focused on whether the students' perceive integrated science tricky or not-difficult. The population of the study comprised of all the students' that study integrated science in colleges of education in Nigeria. The sample consists of a total of 751 integrated science students' of Federal College of Education, Eha-Amufu, Enugu State Nigeria who were selected by purposive sampling technique. The designs of the study were ex-post-facto and survey. The instruments for data collection were Nigeria Certificate in Education (NCE) summary results for integrated science and questionnaire (IPS). The questionnaire instrument was prepared by the researcher and validated by three experts in science education and two experts in measurements and evaluation. Two research questions guided the study. The analytical instrument was mean. The results of the study were that the achievement of students' in integrated science in colleges of education in Nigeria was weak, and the students' hold integrated science tricky. The researcher recommended, among another, that teachers should employ strategies that would enhance students' achievement in integrated science and, as well, change their negative perception about the subject.
Science Education International
Challenges Affecting the Teaching and Learning of Integrated Science in Rural Junior High Schools in Ghana
NELLY SAKYI-HAGAN
Journal of Education and Practice
Comparison of Colleges of Education (COE) Integrated Science Curriculum Vis-À-Vis the Basic School Integrated Science Curriculum in Ghana
2018 •
Isaac Asare
Science is taught as integrated science in colleges of education, Junior High School (JHS), Upper Primary (Basic 4-6) and Natural Science in Lower Primary (Basic 1-3). Analysis of the colleges of education integrated science curriculum vis-a-vis the basic school syllabus reveals how the subject is structured to prepare teachers to teach it at the basic level. A doctrinal research method design was used for the study. The study revealed that both colleges of education and basic schools Integrated Science curriculum integrate Agriculture, Biology, Chemistry and Physics which aims at giving holistic training to teacher trainees in terms of pedagogical content knowledge, whilst the basic school curriculum aims at achieving scientific and technological literacy. Analysis of both curriculum reveals that some concepts which are very important in contemporary Ghanaian society is left out. It was recommended that there must be a national curriculum review policy on integrated science to mer...
The Models of Integrated Science Education
2010 •
Vincentas Lamanauskas
67 Unit 7 The Models of Integrated Science Education VINCENTAS LAMANAUSKAS Objectives • To meet up with and carefully analyse one of the possible models of integrated science education emphasizing the classification of the subjects taught: • Define the advantages of integrated science education; • Understand the levels of integration in science education. A practic relevant problem which is patterning of integrated teaching becomes pronounced when proceeding to integrated teaching. The patterns of such teaching can vary. K. Pigdon and M.
