Integrated science is a course with merged topics like biology, chemistry, physics, etc. According to Gallagher et al (2008) defined integrated science as a cumulative approach of scientific study
that synthesizes the perspectives of the individual disciplines and integrates them during all phases of the approach to a question or problem, with the results having an influence on policy and management decision.
Integrated science according to Oladimeji in Ene (2009) is defined as amalgamated course designed to show the unit, wholeness and interrelationship of the distinct disciplines of biology, chemistry, physics and so forth, should not be discernible. It is the virtue of its name of bringing together of different branches of science as a unified whole through the concepts and methods which pervade the natural science.
Ogbonna (2004) cited by Ene (2009) asserted that integrated science by virtue of its name is the bringing together of different branches of science as a unified whole through the concepts and methods which pervade the natural science.
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Integrated science is therefore defined as an approach to the teaching of science which concepts in science discipline are combined and presented in such a way that the students learn science as a whole instead of learning it as a separate disciplines.
This helps the students to know the basic concepts and keys idea which proving opportunities for students to learn reasoning skill and a new way of thinking about their environment.
According to internet findings, integrated science is the study of biology, anatomy, chemistry, earth/solar system, ecology, genetics and physics. These are integrated showing how all things work together to sustain life.
Khabele (1999) drew attention to the UNESCO publication in which integrated science was defined as an approach to the teaching of science in which concepts and principles are represented so as to express the fundamental unity of scientific thought and avoid premature or undue stress on the distinctions between the various scientific fields. An integrated science course eliminates the repetition of subject matter from the various sciences and does not recognize the traditional subject boundaries which presenting topics or theme.
Integrated science can also be view as a method of obtaining knowledge. This can be achieved through many skills and some of the process skills involves in scientific inquiry includes observation, verification and experimentation.
Integrated science has its origin between 1957 and 1969. When growing awareness was generated and efforts made towards developing functional and integrated science curriculum.
Integrated science covered only two years programmes but this was up-dated in 1982 and redesigned to cover three years programme with the new policy in education and the introduction of 6-3-3-4 educational systems in the country. Integrated science as a subject has been made compulsory in the junior secondary school. This therefore serves as a starting point for teaching and learning of introductory part of other areas of science subjects.
The success of the first generation integrated science programmes assumed their popularity. Later concern of integrated science learning came to be widened to large issues such as effect of science on the environment and the social responsibility of science.
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According to Baez and Alles (2004) there is a growing awareness that the adoption of the integrative approach to school science throughout secondary education could serve throughout secondary education could serve the realization of the goals of general education better. This is more so when the concern of science teaching and learning is widened to include the ability to solve real problems.
The framework on which integrated science education is built hinges on three areas as follows:
- Inquiry: The spirit of scientific inquiry revolves around curiosity such as observation, verification, experimentation, etc.
- Concern: Concern for others is associated with compassion which grows out of accumulated sets of attitude acquired through participation in scientific enterprise. Since the people are capable of logical and rational thinking. Levis (2002), they are also idealistic and caring people; it is probably at this stage of their lines that concern and compassion for others can be imbibed. In addition, they can be made aware of the doctrine of social responsibility and morality in science.
- Ability to Solve Real Problems: The ability to solve real problems means competence (Baez and Alles, 2004). Indeed, saving problems require making value judgements and taking decision. This in turn involves making choices considering the complex interaction of science and technology on one hand and society, culture and environment on the other. The exercise of choice in relation to scientific activities is an act of great responsibility. The three concepts, curiosity, compassion and competence are inextricably linked with each other. Moreover, they constitute important aspects of the general education of the individual. Incorporating them into an integral science programmes for the schools are very important.
2.4. Rationale for Integrated Science
The use of the integrated approach to science learning arouse out of the need to make science learning more meaningful and relevant to the students. This explains why the first generation of integrated science programs, the inquiry approach to learning was adopted. In addition, what was learnt as well as the materials used for classroom activities were derived from the learners immediate local environment.
However, the philosophical arguments are based on the commonalities of all science or all science disciplines in relation to scientific concepts, principles, values, attitude and science processes as well as in relation to the inter-disciplinary nature of real life problem to be tackled through science. Science should therefore be presented to pupils or students in a unified or holistic fashion so as to reflect these opportunity of learning sciences in multiple contexts.
There is also the practical need to avoid duplication of efforts since in the disciplinary approach, a topic may be treated in more than one discipline. Hect (2006) argues that if the integrated approach which necessarily incorporate the inquiry method of learning is adopted, students will be able to acquire fundamental insights which will serve as valuable reference point long after leaving school.
However, there are those who oppose the adoption of integrated science programmes for the practical reasons that quite often, most science teachers see themselves as disciplinary scientists and may not have the confidence to cross the boundaries of other science disciplines, they are not trained in some others oppose science as a unity approach from the viewpoint that it does destroys some of the unique characteristics of the disciplinary science (Avison, 2007). Nevertheless, the success of integrated science programmes (Haggis, 2007) as well as some disciplinary programmes such as Physical Science Study Committee (PSSC), chemical education material studies and the Nuffield science projects which stress the inquiry approach to learning programmes encourages are to propose that science education in integrated form be made an integral part of compulsory general education in Nigeria secondary schools
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