Basically, there are two methods in learning of integrated science, these are:
i. Expository Method: By expository is meant verbal explanation or discussion. This method is sometimes referred to as lecturing. It is the most frequently used in the teaching, and learning of integrated science.
ii. Enquiry or discovery method: The enquiry or the discovery method deals with exposing students to actual learning materials in order to find our something about them. Through the enquiry approach, the students acquire basic scientific knowledge, skills and attitudes.
Teaching Resources in Integrated Science
Integrated science is a subject that differentiates teaching resources to ensure that its objectives are achieved. Some of these resources maybe textbooks, audio visual aids and human resources which are required by individuals or collectively in any meaningful situation of teaching integrated science.
Instructional materials are materials that are used to supplement normal teaching activities directed by the teachers. (Agun, I. 2000).
Textbooks as teaching Resource in Integrated Science
Textual materials, especially textbooks provide the most basic information about topic to be taught in integrated science to any level of student. They are very essential in formal education. However, according to Agun, (2000). The curriculum and instruction department gave some ways to evaluate textbooks. According to him, not all textbooks are very useful.
First, the teacher or learner must consider how the book treats integrated science as an integrative subject. The information secondly must be up to date, other considerations are the author must be a specialist; the book must be suitable for the objectives of the subject, among others.
Audio-Visual Aids as teaching Resources in integrated Science
Audio visual aids offer integrated science teachers endless opportunities to enrich the teaching especially if these aids are so prepared that they can be used most appropriately and economically. Most of the aids can be used to aid teaching and facilitate learning. Audio aids appeals to the sense of hearing only, e.g. the teacher’s voice, radio and record players. Visual aids which appeals to the sense of sight include pictures, prints, models, maps etc. Audio visual aids according to Schramm (2008) are teaching technologies in integrated science is a combination of the two stimuli of sound and vision.
Ojogan, (2012) asserted that school activities become more meaningful and interesting when student learn with all sense organs simultaneously while auditor materials capitalize on the sense of hearing, motion pictures and slides used the sight organ.
Resource person as teaching resource in Integrated Science
Resources in integrated science according to Igwebuike (2012) said that student’s interest in education can be stimulated by all resource persons in the school system. Resource persons are the most valuable forms of teaching resources generally.
Onyema (2008) added that without the human aspect of teaching other teaching resources are as good as nothing. A resource person is a human aspect that may be utilised in enhancing understanding in certain areas of human endeavours of field of learning.
Ojogan, (2012) defined human resources or resource persons as the human effort in teaching exercises, which may be within or outside the school premises or even outside the school community.
Agun, (2000) defined human resources or resource persons as the human effort in teaching exercises, which may be within or outside the school premises or even outside the school community.
Brown, (2006) defined resource persons as specialist in all aspect of human activities, in the same vein Lewis, (2006) defined resource person as professionals in all spheres of life. Since integrated science is integrative in scope, specialists in all science disciplines could be of great assistance in teaching related concepts. It should be noted that the use of resource persons make integrated science as a subject real as possible and it stimulates student’s interest and motivates them to learn.
Factors Hindering Students attitudes towards the learning of Integrated Science
There are several factors hindering student’s attitudes towards the learning of integrated science. These are discusses under four (4) categories:
Teacher – related factors
Subject – related factors
School – related factors
Student – related factors
Teacher – Related Factors
Halladyna and Shaughnessy (2003) said there are significant roles that the teacher’s personality and competence play in the teaching of integrated science. A teacher that is friendly and has good social disposition encourages students to learn the subject.
As a qualified and competent teacher utilizes appropriate measure to arouse student’s interest in the subject. In this regards a sound and competent integrated science teacher could stimulate positive student’s attitudes towards the subject.
Another teacher related factor that could hinder student’s interest in integrated science is the wealth of experience of the teacher. Over the years, an experienced teacher must have acquired some knowledge on how to handle student’s, stimulate their interest and encourage positive interactions with them. However, lack of experience on part of the teacher reduces student’s interest in the subject.
Subject – Related Factors
Apart from negative influences from teachers that reduce student’s interest in learning integrated science, there are some factors that are inherent in the subject.
Halladyna and Shaughnessy (2003) gave some factors that hinder student’s attitude towards learning of integrated science that are as a result of the nature of the subject: by nature, the scope of integrated science is very broad, making adequate teaching of concept difficult.
The various concepts in integrated science are equally broad and numerous, worst of all, most concept are too abstract. This discourages students in learning the subject.
Halladyna and Shaughnessy (2003) said that too much workload affects students negatively. Students prefer what they can cover at their own rate of learning. Thus, integrated science concepts should be of manageable size and taught within adequate time frame.
The lack of practicals in integrated science was also pinpointed by Halladyna and Shaughnessy (2003) as a major reason for the poor attitude of the students towards the subjects.
There should be a combination of theories and practicals, where necessary, such as field trips and excursions, to make the subject interesting to all and sundry. (Halladyna and Shaughnessy, 2003).
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