Background of the Study
Science education plays a vital role in lives of individuals and the development of a nation scientifically and technologically (Alebiosu and Ifamuyiwa, 2008). It is widely and generally acknowledged that the gate way to the survival of a nation scientifically and technologically is science education, Nigerian government came up with a policy that 60% of the students seeking admission into the nation’s universities, polytechnics and colleges of education should be admitted for science oriented courses, while 40% of the students should be considered for art and social science courses.
(Ajibola, 2008), the government’s effort cannot be said to have yielded much fruits given the dividing nature of students seeking admission into science oriented courses in the nation’s tertiary institutions, more students are seeking admission into art and social science courses than those of the science-oriented courses on yearly basis.
Disturbed by this ugly development, researchers in the field of science education in Nigeria embarked on series of studies to find the logic behind the ugly development.
They found that the problem stemmed from the first form of science a child comes across at the SSS (Senior Secondary Schools) levels, that is Biology.
They also found that lack of qualified teachers, lack of equipments and facilities for teaching, lack of practical works, insufficient allotment of time for Biology on the school time-table and poor methods of teaching are the major factors militating against the successive implementation of the core-curriculum in Biology (Afunwape and Olatoye 2004).
The aforementioned problems of teaching Biology did not include non-sequential arrangement of some of the Biology concepts in the curriculum.
It is believed that if Biology concepts are not taught from known to unknown and from simple to complex, it is likely that student might find it difficult to understand the concept taught.
This has led to the development of negative attitude towards the subject by the students which has led to many of them not showing interest in offering core science subjects at the senior secondary school level and science-oriented courses at the nation’s tertiary institutions because of their poor performance in Biology examination at the SSSCE (Senior Secondary School Certificate Examination).
It is against this background that this paper reviewed the Nigerian Biology curriculum in order to ascertain the sequential arrangement of the concept.b
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