Full Length Research Paper

Preservice; Nigerian science teachers’ conceptions of integrated science

Oludipe Bimbola¹ and Oludipe Daniel I.^2*

¹Department of Curriculum Studies and Instructional Technmology, Olabisi Onabanjo University, Ago-Iwoye, Nigeria.

²Biological Sciences Department, College of Science and Information Technology, Tai Solarin University of Education, Ijebu-Ode, Nigeria.

*Corresponding author. E-mail: daniel.oludipe@gmail.com.

Accepted 14 July, 2009

Abstract

The main purpose of this study was to critically examine the conceptions students in the integrated science major and non-integrated science major have about integrated science. Participants were 187 student-teachers enrolled in a University of Education in South-West Nigeria. They all did integrated science at the Junior Secondary School (JSS) level and offered physics, chemistry and biology at the 100 and 200 levels in the University. Finding of this study revealed that, contrary to generally held opinion about non-integrated science students, majority of the participants held cohesive conceptions of integrated science, while gender was also found not to affect integrated science conceptions. 

Key words: Conception, preservice teacher, integrated science, science.