Challenges face by Science Teachers in the Teaching of Integrated Science in Ghanaian Junior High Schools

Abstract

Notwithstanding the quantum of research works in the literature relating to school science, there are still issues for science educators and researchers to consider and read around. Even at higher platforms such as UNESCO, research works on science education are presented and discussed in order to clear the way for quality science education. In this paper, an investigation into challenges science teachers face in teaching Integrated Science at the Junior High School level was conducted. Qualitative approach such as open-ended interviews and observations of science syllabus, standard examination questions, and students’ textbooks were deployed to investigate the challenges of science teaching with 10 science teachers in a developing country. The challenges so identified included loaded science examination papers, attitude of students towards school science, the concept of improvisation, and students’ preparedness towards new science lessons. These challenges in one way or the other affect the teaching methodology selection by teachers for quality science education. It was therefore recommended in addition to other things that experts in improvisation should take a second look at the concept in order to incorporate the current edition of scientific concepts which have been added to the Basic School Science.