Integration of Moral Values into the Science Teaching-Learning Process for Functional Science Education Curriculum in Nigeria
| dc.contributor.author | Owoyemi, T. E | |
| dc.date.accessioned | 2020-03-04T09:32:02Z | |
| dc.date.available | 2020-03-04T09:32:02Z | |
| dc.date.issued | 2009 | |
| dc.description | Staff publications | en_US |
| dc.description.abstract | The paper looks at how moral values can be given a serious consideration in the science teaching-learning process in our classrooms. Values intersect with science in three primary ways. First, there are values, particularly epistemic values, which guide scientific research itself. Second, the scientific enterprise is always embedded in some particular culture and values enter science through its individual practitioners, whether consciously or not. Finally, values emerge from science, both as a product and process, and may be redistributed more broadly in the culture of a particular society. The relationship between values of education and the senior secondary school science curriculum has been examined. In identifying the claims of functionality, comprehensiveness, relevance and scope, depth and application for the science curriculum, the rationale for the curriculum has been discussed. But an assessment of the curriculum in terms of students' performances in examination and improving their moral worth for functional science education for national development has posed a lot of controversy. Despite the claim that the science curriculum is adequate and satisfactory, and has been attested to by an analysis of both the content and the accompanying instructional materials, yet we are nowhere to be found in the global village of scientific and technological advancement. It is in line with this thinking that the paper sought to open up ethical aspect of science for teachers to judiciously explore if we need to catch up with the ongoing scientific and technological race. | en_US |
| dc.identifier.citation | Owoyemi T. E. (2009). Integration of Moral Values into the Science Teaching-Learning Process for Functional Science Education Curriculum in Nigeria. Scientia Paedagogica Experimentalis, XLVI, 2, 279-292. | en_US |
| dc.identifier.issn | 0582-2351 | |
| dc.identifier.uri | https://ir.unilag.edu.ng/handle/123456789/8020 | |
| dc.language.iso | en | en_US |
| dc.publisher | Scientia Paedagogica Experimentalis | en_US |
| dc.relation.ispartofseries | Scientia Paedagogica Experimentalis; | |
| dc.subject | Teaching-learning process | en_US |
| dc.subject | Science | en_US |
| dc.subject | Classrooms | en_US |
| dc.subject | Scientific enterprise | en_US |
| dc.subject | Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education | en_US |
| dc.title | Integration of Moral Values into the Science Teaching-Learning Process for Functional Science Education Curriculum in Nigeria | en_US |
| dc.type | Article | en_US |