AN ANALYSIS OF DIFFICULT TEACHING TOPICS IN BASIC SCIENCE AT THE JUNIOR SECONDARY LEVEL
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- Background of the study
- Background of the study
According to a number of sources, the ideals of science and technology in relation to national development are ingrained in the minds of leaders from African and third world countries (Logan, & Skamp, 2021). Since as early as 1880, students in Nigeria's secondary schools have been exposed to the scientific method. In the beginning, it was taught as a general science, but later, it was broken down into its component parts of physics, chemistry, and biology (Nonis, & Hudson, 2022). With the advent of the core science subject, general science started to be considered as the scientific topic that was acceptable for the less competent students, and it was advised to those who were the least science minded, as well as for those who do not intend to pursue science as a career (Logan, & Skamp, 2021). Because of this, the curriculum was developed to include fundamental aspects of the scientific disciplines of biology, chemistry, and physics. These subjects are intended to be taught to students in the lower secondary school grades (Anani 1977). Although there were efforts made to elevate the prominence of general science by introducing a double credit O level, individuals still questioned the rationality of simply bringing together subjects into a single subject area (Ogunkola, & Fayombo, 2022). In the early sixties, a new school of thinking emerged concerning the role of science in the classroom. This school of thought advocated for more of an open-ended, professional-restricting environment inside the typical educational setting. There is reluctance on the part of both elementary and secondary school instructors to experiment with new approaches to classroom instruction (Logan, & Skamp, 2021). Activities are hardly ever included into the discussion that takes place in the classroom, and the laboratory curriculum is almost never structured to allow opportunities for investigation. According to Agarkara (1998), classroom experience provides teachers with very little in the way of learning that may be applied to the capability of comprehending the logics of science and new technologies. Since Iloputaife & Eze (1994) attempted to offer the following tasks, we will refer to them as "the following." Lip dating as well as the improvement of the standard of science instruction, the integration of scientific education and human characteristics, and the development of an all-encompassing strategy for science curriculums (Nonis, & Hudson, 2022). Focus has been placed on the processes of teachers in order to promote teachers' understanding of scientific method and rationality; however, the reality of a lack of resources in most countries has prevented those countries from adjusting both the contents of their curriculum and textbooks as a consequence, as well as the training of their Basic Science teachers, which frequently remains of very poor quality. This is due to the fact that most countries are unable to afford to do so (Ogunkola, & Fayombo, 2022). The curriculum is multidisciplinary, and it is designed to give instructors an understanding of the concept and the pedagogical principles that unify the various subject areas, so making the knowledge that is obtained from the integrated subject areas more consistent with one another (Logan, & Skamp, 2021). The class is intended to give the instructors a comprehensive understanding of science, which will perhaps shed light on the ways in which the students interact with their surroundings and develop their mental, social, and manipulative abilities (1971). Basic Science's primary objective is to foster students' interest in the subject matter they are being taught so that they will be motivated to continue their educations in scientific fields.
The learner's early science education was supposed to get off to a strong start at the secondary school level in preparation for further study (Nonis, & Hudson, 2022). A substantial element of the Nigerian Junior Secondary School's Basic Science. The results of teachers on the Basic Science examination are not as high as they should be (Iloputaife & Eze, 1994).
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