Definition, design, utilization. Some problems associated with Integrated Science curricula with special reference to the Project for Science Integration in Ghana

Abstract

The rapid spread of Integrated Science Courses throughout the world should not conceal the difficulties facing teachers in utilizing Integrated Science curricula. These problems derive from lack of precision in definition and give rise to basic tensions between scientific and educational principles in course design. Learning by discovery approaches, applied to the pupil's level of intellectual development, have to bridge the gap between knowledge from everyday experience and an articulated appreciation of the unity of science. The contrasting environments which condition everyday experience complicate the resolution of these problems. Three kinds of ‘dilemma’ in teachers' utilizing of Integrated Science curricula are identified from the evaluation of ‘Project for Science Integration’ in Ghana: (1) how far experience can be incorporated before beginning to sacrifice conceptual unity; (2) how pupils' understanding of the theoretical implications of practical activities can be achieved; and (3) how the varying results of individual pupils' experience can be adapted to the successful teaching of prescribed objectives. These dilemmas exemplify the need for a realistic assessment of the experience of Integrated Science teaching over the last decade, leading to more conceptual precision, a greater awareness of curricular possibilities, and more enlightened decision-making.