Abstract
This abstract provides a brief overview of a study focused on the identification and evaluation of difficult concepts faced by teachers when teaching Basic Science and Technology. The study aims to assess the challenges encountered by educators in conveying these subjects to students, with the goal of improving instructional strategies and curriculum development. The research methodology involves a mixed-methods approach, utilizing both qualitative and quantitative data collection techniques. A questionnaire survey will be distributed to a sample of teachers across different schools and educational levels. Additionally, in-depth interviews and classroom observations will be conducted to gather detailed insights and observations regarding specific difficulties faced by teachers. The analysis of collected data will involve a thematic analysis of qualitative responses and the utilization of statistical tools for quantitative data. Themes and patterns will be identified to determine the most common and challenging concepts encountered by teachers, as well as their underlying causes and potential solutions. The findings of this study are expected to contribute to the existing body of knowledge on effective teaching strategies in Basic Science and Technology. The identification of difficult concepts will aid in the development of targeted instructional resources, professional development programs, and curriculum adjustments. Ultimately, the study aims to enhance the quality of science and technology education by providing teachers with the necessary support to effectively teach these subjects and promote students' understanding and engagement.
TABLE OF CONTENTS
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study 9
1.2 Statement of the Problems 16
1.3 Objectives of the Study 17
1.4 Research Question 17
1.5 Significance of the Study 17
1.6 Scope of the Study 19
CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction 20
2.2 The Concept of BST and Historical Perspective 20
2.4 BST Teaching methods at a Glance 21
2.5 BST Curriculum at a Glance 24
2.6 Teacher’s Qualification and Specialization Area 25
2.7 Difficult Concept /Topics in BST 27
2.8 Resources for the Teaching BST 28
2.9 Summary of Literature Review 30
CHAPTER THREE
METHODOLOGY
3.1 Introduction 32
3.2 Design of the Study 32
3.4 Population of the Study 33
3.5 Sample and Sampling Techniques 33
3.6 Instrumentation 33
3.7 Validation and Reliability of the Instrument 34
3.8 Administration of Instruments 34
3.9.1 Method of Data Collection 34
3.9.2 Method of Data Analysis 35
CHAPTER FOUR
DATA ANALYSIS, RESULT AND DISCUSSION
4.1 Introduction 36
4.2 Analysis of bio-data of respondents 36
4.3.1 Research Question One 36
4.3.2 Research Question Two 38
4.3.3. Research question three 41
4.3.4 Research Question Four 42
4.4 Summary and discussion of findings 43
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Introduction 44
5.2 Summary 44
5.3 Finding of the Research 45
5.4 Conclusion 46
5.5 Recommendation 47
5.6 Limitation of the Study 48
5.7 Suggestion for Further Research 48
REFERENCES 49
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Science is a systematic enterprise that builds and organizes knowledge in the form of explanations and predictions about nature and the universe. It is the study of nature and behavior of the physical and natural world through the scientific method. It is also defined as the observation, identification, description, experimental, investigation, and theoretical explanation of natural phenomena. Technology is the collection of techniques and processes used in the production of goods or services or the accomplishment of objectives such as scientific investigation. It includes methods, systems, and devices which are the result of scientific knowledge being used for practical purposes.
Science and technology are concepts in national development that remain indelible in the mind of African and third world leaders according to Ochu and Ekezie (2007). BST covers the needs of most primary and secondary or middle school courses in basic or combine. In Nigeria, science was introduced into primary school system since 1880.It was first taught as general science and later speared into physics, chemistry and biology. With the introduction of the core science subject, the general science came to be seen as the science subject who was suitable for the less able and it was recommended to the least science oriented and for those who do not intend to pursue science. Syllabus was therefore devised to contain basic elements of biology, chemistry and physics, which should be taught primarily to pupils in the low secondary school classes. Anani (2009). Branches of Science related BST
1. Physical Sciences
Concerning the study of the inorganic aspects of our world, Physical Sciences encompass fields of Astronomy, Physics, Chemistry and Earth Sciences. Considered amongst the major branches of Science, it includes essential concepts like Heat, Magnetics, Acoustics, Optics, Energy, Analytical Chemistry, amongst others. While it is difficult to draw a line between Physics and Chemistry, the distinctive feature that sets them apart is that Physics involves studying matter on a subatomic level and Chemistry involves studying properties of different materials and elements and how they interact with each other.
2. Life Sciences
More comprehensive than Biology, LifeSciences is concerned with the study of all life forms, namely aquatic, land, and air at the microscopic level. It not only covers branches of Biology but also touches cross-disciplinary topics such as Biophysics and Biochemistry amongst others. Regarded in the list of those branches of Science that study the living matter, Physical Sciences include concepts like genetic makeup of living organisms, nerve structure, anatomy, ecology and evolution as well as Agriculture, Behavioral Sciences, Toxicology, Parasitology and Virology amongst others. The courses are immensely rigorous and intensive involving heavy amounts of learning and research.
3. Earth Sciences
The study of the earth, air and water or more specifically, the geologic, hydrologic or atmospheric sciences are all included under Earth Sciences. Concerned with those branches of Science that examine the birth and evolution of the Earth, this area of study focuses on the development of the physical environment. It includes numerous concepts such as dating of rocks and minerals, the types of rocks, analysis of landforms, fossils, amongst others. Moreover, Applied Earth Sciences field works towards finding out effective applications of Earth Science concepts for the environment.
During most of the twentieth century, philosophy of technology has been largely interested in the effects of technology on human society and culture whereas philosophy of science has focused on the content and justification of the ideas of scientists. During the past decades, a branch of philosophy of technology has developed that, similarly to the traditional orientation of philosophy of science, looks at technology itself and addresses the content and justification of the ideas and actions of engineers. In seeming opposition to the abundant evidence for a very intimate relation between science and technology, this ‘internalist’ philosophy of technology tends to emphasize how technology differs from science. In this essay I argue, against this contrastive characterization, that as practices science and technology can hardly be distinguished and that instances of the one rarely or ever occur without instances of the latter, and can hardly occur otherwise. This puts into question the rationale for maintaining philosophy of science and philosophy of technology as separate philosophical disciplines. Science and technology could perhaps be characterized ideal-typically as distinct activities, with science corresponding to the exercise of theoretical rationality and technology to the exercise of practical rationality. Even analyses in this ideal-typical way, however, science and technology can still be shown to share problems and partly overlap. It is questionable, therefore, whether the current separation of philosophy of science and philosophy of technology, grounded in conceptions of technology and science as contrastive, should be upheld. Franssen, M. (2014)
The Main Objectives of BST Programme According to Nation Policy on education (2000) include the preparation of students to acquire adequate laboratory and field skills, inculcation of meaningful and relevant in basic science and technology and ability to apply scientific and technological knowledge and skills to meat contemporary societal need with taking advantage of numerous careers
Although attempts were made to raise the status of general science with the introduction of a double credit O/level, yet people still questioned the rationale of mere putting together subjects. There was in the early sixties a new wave of thought about science in school rather than open into professional restricting under the conditions of normal classroom culture.
There is hesitancy on the part of both school teachers to try out innovations in classroom teaching. Activities are rarely included in the classroom deliberation and laboratory program are seldom organized as an opportunity of exploration. Agarkara (2004) stated that teachers learn very little from experience in the classroom on that capacity of mastering science and new technology logics. Since Iloputaife and Eze (2011) has tried to propose the following tasks. Lip dating and improving the qualify of science teaching integrating scientific education and human features, developing a comprehensive approach for science curricular. Focus has been put on teacher’s processes to promote the teachers understanding of scientific method and rationality but the reality of lack of resources in most countries has impeded them adjusting both the contents of their curriculum and textbooks in consequence, and the training of their integrated science teachers, which often remains of very poor quality.
During most of the twentieth century, philosophy of science and technology has been largely interested in the effects of technology in human society and culture whereas philosophy of science has focused on the content and justification of the ideas of scientist. Essentially, the objectives of basic science and technology is designed to develop interest in the teaching that his is encourage to pursue further student in science discipline, and acquire basic knowledge and skills. Secondary school was to lay a solid foundation in the learner’s early study of science and technology for further studied. Teachers do not achieve as well as they should in basic science examination, Iloputaife and Eze, (2011).
The curriculum is interred disciplinary and it is supposed to provide the teachers to see the concept and the pedagogical principles, which unify the separate subject matter thus harmonizing the knowledge derived from the integrated.The course is supposed to provide the teachers with a broad view of science, which enlightens his interactions with his environment of this mental manipulative and social skills UNESCO - UNICEF (2000).
The fundamental importance of basic science and technology is to provides students with insight into how different processes of knowledge are initiative and progressed, and how innovative technological processes are developed, employed and increase in importance
1.2 Statement of the Problems
Based on the background of the study. Here, are two or more difficulties. First, some teachers have the problems of finding some areas difficult to teach in basic science and technology. This was also confirmed by a research evidence in Nigeria indicates low basic science attainments of teachers. The condition was amplified by the alarming low number of qualified teachers in basic science area irrespective of the crucial role of basic.
Second, as a result, there are some problems in the implementation of the curriculum, besides achievement has been shown to be very low and unimpressive. These might negate the philosophy behind the introduction of the basic science core curriculum as J.S.S leave. In addition,Jegede (2004) and Akueailo (2003) undependably in their studied tend to show that the teaching of basic science and technology in Nigerian secondary school are inadequate.
Thirdly, Teachers are having a tough time getting students to be more self-directed. They are looking for a way to ease the pressure of students by keeping them interested and making sure that lesson practices and the homework delivered is fun, accessible anywhere, targeted to improve their weaknesses and ensuring that learning takes place in a more conducive, less-tense, less-pressured environment.
Fourthly with the advance of the internet and changing technology, teachers have been finding it hard to find easy yet effective systems and platforms to run their classrooms.
1.3 Objectives of the Study
The purpose of his study is to identify the difficult concept in teaching basic science and technology curriculum.
(a) To investigate teachers opinion of difficult concept
(b) To fine out teachers qualification and specialization area
(c) To suggest ways the difficult concepts can be taught effectively to BST students
1.4 Research Question
The following research questions are proposed.
1. What do the teachers find difficult in teaching basic science and technology?
2. Why do teachers have difficulty in teaching basic science and technology?
3. What is the effect of qualification and area of specialization in teaching basic science and technology?
4. How can the difficulty in teaching basic science and technology can be remedied?
1.5 Significance of the Study
The teacher’s inventory in difficult concepts in teaching basic science and technology will enlighten the teachers as well as government and expose them to the area they specialized on. Being aware of these difficulties, the school authority, the government and even the science teachers association of Nigeria [STAN] will be of great help in planning in-service course for the teachers in those areas of science. This also brings to light the need of equipping higher institutions and universities preparing basic science teachers with adequate training needed for planning and execution of basic science and technology in our secondary schools.
The exposure of these difficult concept will motivate the basic science authors and publishers to give a details attention on this different area in their write up. Other Beneficiaries of the study include;
i. The science teachers and students
ii. The parents
iii. The general public
iv. Examination bodies like WAEC, NECO
v. STAN MAN PTA
vi. The NGO’S
1.6 Scope of the Study
The study was restricted to inventory of difficult concepts in teaching basic science and technology among BST teachers in Makarfi L.G.A. Kaduna State. In addition,24 teachers were involved in this study.
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