Te study was implemented in two phases. It begans with the measurement of science concept/topic preference of pupils and teachers in three school for nomadic fishing communities in Ise-Orun Local Government Area of Ekiti State of Nigeria. Two schools for street children and two in the mainstream in Ekiti State metropolis were also studied. The aim of this phase of the study was to obtain data on primary science concept that the children enjoyed or disliked learning and using in everyday life, and reasons for such preference. In turn, data on teacher’s perception of children preferences of the topics was also sought for the purpose of comparison with those of the pupils. The overall idea was to describe inter-group profiles of preference of the nomads, street children and the mainstreams and subsequently, make inter-group comparison. Thirty children and two teachers’ were randomly selected for study from primary 4 and 5 in each school.
The second phase was participant observation of science classroom in the three groups of schools, within this phase, target children in each group were selected for in depth study using qualitative techniques. The goals of phase two was to identify underlying current of cultural variables at work in influencing science concept preference. The overreaching assumption was that data sets generated from the two phase of the study would provide a firm basis fro drawing tentative conclusion on how some of the cultural attributes of nomadic and street chidren influence their preference for and use of science concept. It is from this position that the implication for science teaching could be meaningful drawn
1.1 AIMS OF SCIENCE AND TECHNOLOGY IN POLICY OF EDUCATION IN NIGERIA
In development of Nigerian Science core-curriculum the panel (ie Science curriculum panel) made reference to the relevant portion of the national policy of education as it concern science education in Nigeria. According to this policy primary education should aim at:
- Preparing the individual for useful living the society.
- Preparing the individual for a secondary education more specially
- It should provide and increasing number of primary school pupils with the opportunity for education of a high quality. Irrespective of sex or social irreligious and ethic background.
- Diversity its curriculum to cater for the different in talent opportunities and roles possessed by or open to students after their primary school.
- Equip students to live effectively our mother age of Science and Technology.
- To race a generation of people who can think for themselves respect the view and feelings at others, respect the dignity of labour and appreciate those value specified under our broad Nation aims and live a good citizen.
- Inspire students with desire for achievement and self improvement both at school and later life.
Reference was also made to that section of the policy of junior secondary school which state that:
- The government plans that secondary education shall be a six years course and shall be given in two stages. A junior secondary stage and senior secondary school stage being of three years duration respectively.
- The secondary school will be pre-vocational and academic. It will be free as soon as possible and teach all the basic subject which will enable pupils to acquire further knowledge and develop skills.
- Students who live school at the Junior high stage may then go to apprencitiship system or some other scheme for out of school national training.
Bearing the above guideline in mine the panel then adopted objective of science as outline NSP (Nigeria Science Project) teachers guide book, the objective are as follows:
- Observing carefully and thoroughly.
- Reporting carefully and thoroughly.
- Organizing information acquired.
- Generalizing on the basis of acquired information.
- Predicting as a generalization
- Designing experiment (including control where necessary) to check prediction.
- Using model to explain ephemeron where appropriate.
- Continue the process inquire where new data do not conform to prediction.
SCIENCE IN SCHOOL CURRICULUM
The effort of Phelps-stroke commission in pointing out the irrelevant and inadequacy of the school curriculum is commendation. Science is inform of nature study and was then introduced into the school curriculum in Nigeria. It has been noted by Omolewa (1976) and Abdullahi (1982) that many issues have militated against the early introduction of science to Nigeria School. This include:
- The believe that the Africa reversed in science and technology was suspect.
- That Africans were biologically interview and uncapable of understanding science.
- The complete absence of science text book in Nigeria schools.
- Lack of uniform curriculum and the difficult of mutual comprehension between teachers and pupils.
- Absence of teachers to take the science subject.
- The prohibited cost of providing laboratory and laboratory equipment.
- Lack of equipment caused a low level of attention.
In the middle of 1920s many schools supported by government aids were able to acquire some laboratory equipment for the teaching of science. Notable among such schools that blazed the trail of science teaching was kings college. Lagos, which had been noted by Abdulabu (1982) as first school in Nigeria on set up a Chemistry laboratory.
ii The lack of teachers to teach science, however was overcome because in 1976, many teacher training college started offering science as part of their curriculum. These teacher were to champion the course of science teaching in the primary schools. Many factors have contributed towards improving the level of science teaching in Nigeria schools. Prominent among these was the setting up of the federal school of science which was to popularize science in Nigeria Abudulabi (1982). Also the war of curriculum reforms in the science education spreading from the west.
In the 1960s and through not only the level of science but also the method of science teachers.
iii Forming science club and making a field trip and exhibition science club can help to increase the student interests not only that the student can do some important work which is outside the curriculum.
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