CHAPTER ONE INTRODUCTION BACKGROUND OF THE STUDY

Curriculum development has gained prominence from several scientific fields that necessitates meticulous preparation and cooperation among instructors. Important factors to consider include finding overarching themes that encompass several subjects, choosing suitable learning objectives, and creating activities that encourage linkages across different disciplines (Akpan, 2019). An excellent strategy is to structure the curriculum based on overarching ideas such as energy, matter, systems, and interactions.

An illustration of this would be a unit focused on ecosystems, which would delve into the biodiversity found within ecosystems, the chemical mechanisms that drive nutrient cycles, the physical elements that influence climate patterns, and the geological forces that shape landscapes. Historically, scientific fields have been taught separately, resulting in fragmented knowledge and a restricted comprehension of their interconnections (Igwe, & Iloamaeke, 2020).

Nevertheless, the demarcations between different disciplines frequently become indistinct in practice, as facts in one field are frequently shaped by principles from another. Interdisciplinary curriculum dismantle the barriers between biology, chemistry, physics, and earth science, allowing students to get a comprehensive understanding of scientific processes. According to Igwe, & Iloamaeke, (2020) an important benefit of interdisciplinary curriculum creation is its capacity to foster the development of critical thinking and problem-solving abilities.

Through the examination of intricate matters from numerous perspectives, students acquire the ability to assess problems using several frameworks and generate creative solutions that incorporate ideas from diverse fields of study. This multidisciplinary approach reflects the collaborative nature of scientific research, where significant advancements frequently emerge from the convergence of various disciplines.

Moreover, interdisciplinary curricula foster students’ recognition of the interdependence of scientific knowledge. Instead of considering disciplines separately, students acquire a more profound comprehension of how principles from biology, chemistry, physics, and earth science harmonize to create a unified picture of the natural world (Ogunniyi, 2017). This comprehensive viewpoint not only enhances students’ educational experiences but also equips them for professions that demand interdisciplinary proficiency.

As opined by Akpan, (2019) adopting an integrated approach to scientific education offers various advantages. First and foremost, it promotes a more profound comprehension of intricate scientific phenomena by enabling students to investigate the interrelationships among many fields. An illustration of this is the study of the water cycle, which encompasses various principles from different scientific disciplines.

For instance, it incorporates biological ideas like as evaporation and transpiration, chemical processes like condensation and precipitation, physical principles such as thermodynamics, and earth science principles like hydrology. Interdisciplinary learning fosters the development of critical thinking abilities by urging students to scrutinize knowledge from several viewpoints and establish correlations between disparate concepts.

This method equips students with the necessary skills and knowledge to effectively address complex real-world challenges that frequently necessitate the integration of multiple disciplines.
The incorporation of ideas from other fields enables students to cultivate a comprehensive perspective on science and its practical significance in daily existence. observing the ways in which several scientific disciplines cross and interact, students develop a deeper understanding of the interdependence of the natural world.

Educators have the opportunity to include multidisciplinary activities, such as laboratory experiments, case studies, and project-based learning, alongside topic integration. These activities serve to strengthen conceptual comprehension and foster the development of critical thinking abilities, while also encouraging teamwork, which mirrors the collaborative essence of scientific investigation.

Utilizing technology and multimedia resources can enrich the interdisciplinary learning process by offering interactive simulations, virtual laboratories, and multimedia presentations that demonstrate cross-disciplinary concepts in practice.

1.2 statement of the problem

The fragmentation of curriculum hampers students’ ability to grasp the holistic nature of scientific phenomena and inhibits their capacity to apply interdisciplinary knowledge to real-world challenges. Consequently, there is a pressing need to reform the curriculum to integrate interstate concepts from multiple scientific disciplines and foster a more comprehensive understanding of science among students.

The existing curriculum structure perpetuates a siloed approach to teaching science, failing to reflect the interconnectedness of scientific knowledge. Students are taught biology, chemistry, physics, and earth science as distinct entities, missing opportunities to explore the synergies and relationships between these disciplines. This compartmentalization restricts students’ ability to appreciate the interdisciplinary nature of scientific inquiry, hindering their capacity to address complex societal issues that require multidisciplinary solutions (Akinsola, 2018).

However, the absence of interdisciplinary integration in the curriculum undermines the development of critical thinking and problem-solving skills among students.  Isolating scientific subjects, the curriculum neglects opportunities for students to engage in cross-disciplinary analysis and synthesis, which are essential for tackling contemporary challenges such as climate change, public health crises, and sustainable development (Adeniyi, & Jaiyeoba, 2017; Abimbola, & Oyeyemi, 2019).

Without exposure to integrated scientific concepts, students may struggle to apply their knowledge effectively in diverse contexts, limiting their capacity to contribute meaningfully to scientific advancements and societal progress (Ogunniyi, 2016). Moreover, the current curriculum’s focus on rote memorization and standardized testing exacerbates the problem of disciplinary compartmentalization.

According to Abimbola, & Oyeyemi, (2019) prioritizing the memorization of isolated facts and formulas over conceptual understanding and application, the curriculum reinforces the perception of science as a collection of disjointed subjects rather than an interconnected body of knowledge. This pedagogical approach stifles students’ curiosity, creativity, and critical thinking skills, hindering their ability to make connections across scientific disciplines and cultivate a holistic understanding of the natural world (Ogunniyi, 2016; Akinsola, 2018).

1.3 objective of the study

The major purpose of this study is to examine curriculum design that integrates concepts from several scientific disciplines, including biology, chemistry, physics, and earth science, to offer students a comprehensive understanding of science. Other general objectives of the study are:

TABLE OF CONTENT

Title

Title Page

Declaration

Dedication

Acknowledgments

Tables of Contents

List of Tables

Abstract

CHAPTER ONE: INTRODUCTION

1.1    Background of the study

1.2    Statement of the problem

1.3    Purpose of the study

1.4.1 Research Questions

1.5    Hypotheses

1.6    Significance of the study

1.7    Scope of the study

1.8    Definition of Terms

CHAPTER TWO:  REVIEW OF RELATED LITERATURE

2.1    Theoretical Framework

2.2    Conceptual Framework

2.2.1 concept of curriculum

2.3    Empirical Framework

2.4    Literature Appraisal

CHAPTER THREE: RESEARCH METHODS

3.1    Research Design

3.2    Area of the Study

3.3    Population of the Study

3.4    Sample and Sampling Technique

3.5    Instrumentation

3.5.1 Validation of the Research Instrument

3.5.2 Reliability of the Instrument

3.6    Administration of the Instrument

3.7    Method of Data Analysis

CHAPTER FOUR: DATA ANALYSES AND DISCUSSION OF RESULTS

4.1    Introduction

4.2    Data Analyses and Results

4.2.1 Research Question One

4.2.2 Research Question two

4.2.3 Research Question Three

4.2.1 Research Question Four

4.2.5 Research Question Five

4.2.6 Hypothesis One

4.2.6 Hypothesis two

4.2.8 Hypothesis three

4.2.9 Hypothesis four

4.2.6 Hypothesis five

4.3    Summary of Findings

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1    Summary of Work

5.2    Conclusion

1.3    Recommendations of the Study

5.4            Suggestions for further studies

References