Relationship between Social Studies and Science Teachers’ Perception about Integrated Curriculum in Colleges of Education in Ghana

Abstract

The study sought to determine the relationship of the perception of Social Studies and Science tutors in the Colleges of Education in Ghana. Many educators have perceived the necessity for a paradigm shift toward interdisciplinary teaching. Knowledge today is becoming more interdisciplinary and integrated, which calls for interdisciplinary and integrated learning in public schools. The main purpose of the study is to explore the relationship of the perception of tutors of science and social studies in integrated curriculum approach to the teaching of Social Studies and Science in the Colleges of Education in the Central region. The study employed the descriptive survey, which is non-experimental. The targeted population for the study was all Social Studies and Science educators in the Colleges of Education in the Central Region. Questionnaire was the main instrument used for data collection and the result from the study indicated that there is positive strong relationship between Social Studies and Science teachers' perception about integrated curriculum in teaching Social Studies with Science. The study recommended that for effective interdisciplinary study of any kind there must be strategies that ought to drive home the desired outcome. And such strategies must endeavour to place the student at the center of the learning process.