The Problems and Prospects of Teaching of Integrated Science in the Primary Schools

1.0 Introduction

1.1 Background of Study

In many developing countries, including Nigeria, the teaching of science at the primary level gained prominence with the introduction of the Universal Primary Education (UPE) program in the 1980s. This program aimed to increase access to education and improve the quality of learning for primary school children, with Integrated Science being a key component of the curriculum. According to Adebayo (2018), the inclusion of Integrated Science was seen as a necessary step to ensure that children developed a solid foundation in scientific literacy, which would serve them well in secondary and tertiary education (Adebayo, 2018).

Ogunyemi (2020) stated that, the journey toward effective Integrated Science education has not been without its challenges. In the early stages, teachers lacked the necessary training to deliver the subject effectively. Many were not equipped with both the subject-specific knowledge and pedagogical techniques required for engaging young learners. Additionally, schools faced significant shortages in science teaching resources, including laboratory equipment, and other instructional materials (Ogunyemi, 2020).

Integrated Science is a crucial part of the primary school curriculum, aiming to develop students' scientific literacy and problem-solving skills from an early age. It introduces young learners to the fundamental concepts of science in a way that connects different scientific disciplines, offering a broad understanding of natural phenomena. According to Adedeji and Afolabi (2019), Integrated Science plays an essential role in shaping the scientific mindset of children, preparing them for more specialized subjects in later education (Adedeji and Afolabi, 2019). However, despite its importance, the teaching of Integrated Science in primary schools is fraught with several challenges. A significant issue is the lack of adequately trained teachers who possess the necessary content knowledge and pedagogical skills to teach Integrated Science effectively. Teachers often struggle to make complex scientific concepts accessible to young children, leading to a superficial understanding of the subject (Ogunyemi, 2020).

Integrated Science is an interdisciplinary field that combines principles from biology, chemistry, physics, and earth sciences, aiming to provide students with a comprehensive understanding of the natural world. It emphasizes practical knowledge and problem-solving skills, making science education more relevant and engaging (Sanni, 2018). In the context of primary schools, Integrated Science serves as a foundational subject that prepares young learners for more advanced scientific studies. On the other hand, there are substantial prospects for improving the teaching of Integrated Science. Advances in educational technology, such as interactive learning tools and multimedia resources, provide new opportunities to engage young learners and enhance their understanding of scientific concepts. Furthermore, incorporating inquiry-based learning approaches and fostering critical thinking can make Integrated Science more meaningful and stimulating for primary school students (Ogunyemi, 2020). Therefore, this paper explores both the problems and the prospects of teaching Integrated Science in primary schools.

1.2 Statement of Problems

Investigation revealed that many teachers are not well-equipped with the subject-specific knowledge or the teaching methods needed to effectively deliver Integrated Science to young learners. This issue often results in a shallow understanding of the subject, where students are unable to grasp key scientific concepts. According to Ogunyemi (2020), this gap in teacher training leads to a lack of enthusiasm and engagement in students, making it harder for them to develop a strong foundation in science (Ogunyemi, 2020).

Additionally, the curriculum itself is often criticized for being too rigid and disconnected from real-life applications. Many times, Integrated Science is taught in a theoretical manner, with limited emphasis on practical experiences that could help students relate the subject to their daily lives. As Adebayo (2018) notes, a curriculum that doesn't cater to the developmental stage and interests of primary school children makes it difficult to ignite curiosity and excitement about science.

Furthermore, schools, particularly in rural areas, often lack the necessary materials and equipment to facilitate hands-on learning in science. This limits the opportunities for students to explore and experiment, which is essential for a deeper understanding of scientific principles. In many cases, classrooms are overcrowded, which makes it difficult for teachers to provide individual attention and address the diverse learning needs of students (Adedeji & Afolabi, 2019). It is against the backdrop that this study seeks to address these problems by identifying the barriers to effective teaching and exploring the potential solutions that can improve the quality of science education at the primary level.

1.3 Aim and Objectives of Study

The aim of this study is to investigate the challenges and opportunities associated with teaching Integrated Science in primary schools. The specific objectives of the study are:

1. To examine the challenges faced by teachers in delivering Integrated Science in primary schools, including issues related to teacher training, resources, and teaching methods.
2. To assess the availability of teaching materials and resources for Integrated Science in primary schools and explore their impact on the quality of teaching and learning.
3. To evaluate the current curriculum for Integrated Science in primary schools and identify areas for improvement to better engage young learners.
4. To explore the role of technology in enhancing the teaching and learning of Integrated Science in primary schools and the feasibility of its integration into existing teaching practices.
5. To identify the prospects for improving the teaching of Integrated Science in primary schools, including the role of teacher professional development, curriculum reform, and resource enhancement.
6. To provide recommendations for policymakers, educators, and stakeholders on how to overcome the identified challenges and optimize the teaching of Integrated Science in primary schools.

1.4 Research Questions

Based on the stated objectives, the following research questions guide the study:

• What are the major challenges faced by teachers in delivering Integrated Science in primary schools, particularly in relation to teacher training, resources, and teaching methods?
• How does the availability of teaching materials and resources for Integrated Science in primary schools affect the quality of teaching and learning?
• To what extent does the current curriculum for Integrated Science in primary schools engage students, and what improvements can be made to enhance its effectiveness?
• What role does technology play in the teaching and learning of Integrated Science in primary schools, and how feasible is its integration into current teaching practices?
• What prospects exist for improving the teaching of Integrated Science in primary schools, particularly through teacher professional development, curriculum reforms, and the enhancement of resources?
• What recommendations can be made for policymakers, educators, and stakeholders to overcome the challenges and optimize the teaching of Integrated Science in primary schools?

1.5 Research Hypothesis

Based on the objectives of the study, the following hypotheses are proposed for the research on the Problems and Prospects of Teaching of Integrated Science in the Primary Schools:

• H₀1: There is no significant relationship between teacher training and the quality of Integrated Science education in primary schools
• H₀2: The integration of technology in teaching Integrated Science improves students' understanding and interest in the subject

1.6 Significance of Study

The outcome of this research will be significant for policymakers, educators, and school administrators as they will gain a deeper understanding of the current state of Integrated Science education in primary schools.

Furthermore, the study will underscore the importance of improving science education from the primary level, laying the foundation for future academic success in secondary and tertiary education.

Lastly, this research will serve as a guide for enhancing the teaching and learning of Integrated Science, contributing to the development of scientifically literate citizens who can apply scientific knowledge to solve real-world problems.

1.7 Scope of Study

This study will focus on the teaching of Integrated Science in primary schools within Lagos State, Nigeria. The research will be conducted in selected public and private primary schools in Lagos State, covering both urban and semi-urban areas to ensure a diverse representation of the educational landscape.

The study will involve teachers, school administrators, and education policymakers in the state to gain a comprehensive understanding of the issues at hand. Data will be collected through surveys, interviews, and document analysis of teaching resources, with the aim of providing actionable recommendations that can be used to improve Integrated Science teaching in primary schools across the state.

1.8 Limitations of the Study

This study was subject to several limitations that affected the scope and depth of the research.

1. Access to teachers and administrators for interviews was constrained by time and logistical challenges, which may have affected the depth of the data collected.
2. Furthermore, there was a delay from respondents, as some teachers and school administrators were slow to respond to the questionnaires and interview requests.
3. Finally, the study's reliance on self-reported data from teachers and school administrators was a limitation. The accuracy of their responses could have been influenced by personal biases or the desire to present an idealized version of their school's practices and challenges.

1.9 Definition of Terms

Integrated Science: Integrated Science refers to a multidisciplinary approach to teaching science that combines concepts from various scientific fields, such as biology, chemistry, physics, and earth science, into a cohesive learning experience (Ogunyemi, 2019). This approach aims to provide students with a broad understanding of the natural world and how different scientific concepts are interconnected.

Teaching: Teaching refers to the process of imparting knowledge, skills, and attitudes to students through various methods and practices. It involves planning, delivering lessons, and assessing students' understanding to ensure effective learning (Adeyemo, 2018). In the context of this study, teaching specifically refers to the methods used by primary school teachers to deliver Integrated Science content to young learners.

Primary Schools: Primary schools are educational institutions that provide the first stage of formal education for children, typically between the ages of 6 and 12 years. In Nigeria, primary education is the foundation of a child's educational journey and is aimed at providing basic literacy, numeracy, and general knowledge (Federal Ministry of Education, 2020).

Curriculum: The curriculum refers to the set of courses, lessons, and learning experiences designed for students at a particular educational level. It outlines what students are expected to learn, the content to be covered, and the methods used to teach and assess their understanding (Udo, 2017). In this study, the focus is on the Integrated Science curriculum at the primary school level.

Challenges: Challenges refer to the difficulties and obstacles that hinder the effective teaching and learning process. In the context of Integrated Science teaching in primary schools, challenges include issues such as lack of teaching materials, insufficient teacher training, inadequate infrastructure, and student engagement (Eze, 2021).