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<https://discovery.ucl.ac.uk/id/eprint/10021520> <http://purl.org/dc/terms/title> "Training teachers for integrated science in Nigerian secondary schools."^^<http://www.w3.org/2001/XMLSchema#string> .
<https://discovery.ucl.ac.uk/id/eprint/10021520> <http://purl.org/ontology/bibo/abstract> "This research examined the teacher training for integrated science in some\nuniversity departments and colleges in Nigeria with the aim of establishing its\ncharacteristics, quality and appropriateness of the training in fitting the trainees to their\njob. It was decided to focus on all the \"players\" in the training of teachers; to canvas their\nviews and to investigate their understanding of integrated science as it appears in college\nand school curriculum.\nThis study specifically sought to determine:\n(a) the thrust and characteristic features of the teacher training;\n(b) the relevance of the teacher training programme for integrated science students to\ntheir role in schools;\n(c) the concepts of integration implied and reflected in both the junior secondary school\nnational core curriculum for integrated science and in the curricula for teacher\ntraining; further to compare and contrast the views found;\n(d) the perception and understanding of \"integration of science\" in schools held by\npractising integrated science teachers, student teachers and the teacher trainers.\nThe integrated science curriculum in schools; and the curriculum used in the training\ncolleges and the universities were also analysed to compare and contrast the integration\nmodels used to structure them.\nBy means of questionnaires and interviews in schools, colleges and universities in\nNigeria, data were collected and analysed describing the views, understandings and\npractices of integrated science teacher trainers, classroom (practising) teachers and the\nstudent teachers in selected schools and training institutions in Nigeria. A total of two\nhundred and sixty four (264) participants responded to the questionnaires.\nIn the light of the research findings, their discussions and implications, the\nfollowing conclusions and recommendations have been made, that:\n1. There is a general low understanding of the meaning and the philosophy for integrated\nscience education among the participants. The term \"integrated science\" was defined by\nmost participants popularly as the teaching of the sciences of biology, chemistry and\nphysics mixed together.\n2. The student teachers, most of whom had weak background in the pre-requisite\nsciences, saw their training curricula as overloaded and not appropriately matched to\nthe duration of their training and needs. However, students from training institutions\nthat were under the Nigerian Integrated Science Teacher Education Project\n(NISTEP) were relatively more positive and optimistic about their training.\n3. There is a dearth of relevantly trained integrated science practising teachers in schools\nas well as teacher trainers in the training institutions in Nigeria.\n4. The Junior Secondary School curriculum for integrated science revealed a substantial\namount of evidence to show that it was designed with relevance to the childhsneeds,\nenvironmental conditions in Nigeria and reasonable meaning of integration iii scope\nand intensity. The NISTEP curriculum appear to be a good model for the training of\nteachers to implement the JSS curriculum. Those of universities are more or less\nambitious.\nIt is recommended that a systematic programme of teacher training for integrated science\nbe mounted to meet the need of the junior secondary schools as well as the teacher\ntraining institutions. First, a rigorous orientation and training of the teacher trainers in the\nmeaning, philosophy and the methodology of integrated science education. The Science\nTeachers Association of Nigeria (STAN) and the National Commission for College of\nEducation (NCCE) can work together to achieve this goal. The NISTEP human and\nmaterial resources and the STAN Integrated Science Panel can be invaluable vehicles in\nmeeting both the full time and INSET training needs."^^<http://www.w3.org/2001/XMLSchema#string> .
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