UNIVERSITY OF ABUJA

POSTGRADUATE SCHOOL
DEPARTMENT OF SCIENCE AND ENVIRONMENTAL EDUCATION

NAME USMAN, MONDAY HYACINTH

REGISTRATION NUMBER UA/PG2024/002430
COURSE CODE SSE 801
COURSE TITLE CURRICULUM DEVELOPMENT IN
SCIENCE
LEVEL 800
LECTURER PROFESSOR I.A OJELADE

Question
Discuss Science Education Curriculum of the following country:
 -Nigeria
 -South Africa
 -Malaysia
 -Japan
 -Ghana
 -USA
 -United Kingdom
with reference to Structure, Philosophy, Content, Methodology,
Evaluation, Funding, Problems and Prospect
INTRODUCTION
Science curriculum development can involve changes in what is taught (the
content and its related applications), to whom (target audiences, namely the
learners), and how (ways of teaching and learning, different instructional
interventions). The assignment is concerned with the following key questions:
discussing Science Education Curriculum of some countries with reference to
Structure, Philosophy, Content, Methodology, Evaluation, Funding, Problems
and Prospect? In addition, this research work with issues related to justifying
change in the current curriculum and about models that can be used to guide the
process of curriculum development in science education.
Throughout the last 60 years, the goals and related objectives for science
teaching and learning have undergone changes several times; often leading to
reforms in the way the curriculum was taught and science was learned.
Science Education Curriculum of the following country:
1.0 SCIENCE EDUCATION CURRICULUM IN NIGERIA
1.1 Science Education in Nigeria in reference to structure
Science education in Nigeria, as outlined in the National Policy on Education, is
structured around the 6-3-3-4 system. This system includes six years of primary
school, three years of junior secondary school (JSS), three years of senior
secondary school (SSS), and four years of tertiary education. Science education
is integrated into both the JSS and SSS levels, with a focus on laying a
foundation for scientific and reflective thinking in the primary and junior
secondary levels, and preparing students for further studies and the workforce at
the senior secondary level
1.2 Science Education in Nigeria in reference to Philosophy
In Nigeria, science education is guided by a philosophy that aims to cultivate
scientific literacy, critical thinking, and technological proficiency, ultimately
contributing to national development and individual well-being. This

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philosophy is reflected in the National Policy on Education, which emphasizes
the importance of science and technology at all levels of learning
1.3 Science Education in Nigeria in reference to Content
Science education in Nigeria, as defined in the National Policy on Education,
emphasizes developing scientific and reflective thinking skills, alongside
literacy and numeracy. It aims to equip students with the knowledge and skills
necessary for both further education and practical applications in various
science-related fields, including medicine, engineering, and technology.
1.4 Science Education in Nigeria in reference to Methodology
Science education in Nigeria employs various methodologies, with a shift
towards student-centered approaches. While traditional methods like lectures
and demonstrations are still used, there's a growing emphasis on active learning,
hands-on experiences, and problem-solving.
1.5 Science Education in Nigeria in reference to Evaluation
In Nigeria, the evaluation of science education is a critical process aimed at
assessing the effectiveness of science curricula, teaching methods, and student
learning outcomes. It involves systematic procedures to gather and analyzed
data, leading to informed decisions about curriculum improvement, teacher
development, and overall science education quality.
1.6 Science Education in Nigeria in reference to Funding
In Nigeria, science education faces significant challenges related to funding,
impacting its effectiveness and development. Inadequate funding leads to
insufficient infrastructure, limited access to resources, and a shortage of
qualified teachers, ultimately hindering the quality of science education.
1.7 Science Education in Nigeria in reference to Problems and Prospect
Science education in Nigeria faces numerous challenges including inadequate
funding, poorly equipped laboratories, insufficient qualified teachers, and large
class sizes, hindering the country's progress in science and technology.
However, with strategic interventions like improved funding, teacher training,

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and integration of technology, Nigeria can unlock the potential of its youth and
foster a robust scientific and technological landscape.

2.0 SCIENCE EDUCATION CURRICULUM IN SOUTH AFRICA

2.1 Science Education in South Africa in reference to structure
South African science education, particularly at the secondary level,
is structured around a curriculum divided into General Education and Training
(GET) and Further Education and Training (FET) bands, encompassing Grades
R-9 and Grades 10-12 respectively
2.2 Science Education in South Africa in reference to Philosophy
Science education is grappling with the influence of various philosophical
perspectives, including indigenous knowledge, the nature of science, and the
broader philosophy of education.
2.3 Science Education in South Africa in reference to Content
The curriculum aims to address past inequalities and promote scientific literacy
while also considering the diverse contexts and needs of South African learners
2.4 Science Education in South Africa in reference to Methodology
Science education in South Africa emphasizes inquiry-based learning and
practical investigations, as reflected in the CAPS document. However,
challenges remain in translating this approach into practice, with some schools
still relying on traditional "chalk-and-talk" methods and rote memorization.
2.5 Science Education in South Africa in reference to Evaluation
Science education in South Africa, particularly regarding evaluation, is a
multifaceted area involving national policy, curriculum, teacher development,
and learner assessment.
2.6 Science Education in South Africa in reference to Funding
In South Africa, science education funding comes from both public and private
sources, with a significant focus on addressing historical inequalities and
promoting STEM fields. The government allocates funds through various

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mechanisms, including grants to schools and universities, as well as targeted
programs for teacher training and research initiatives.
2.7 Science Education in South Africa in reference to Problems and Prospect
Science education in South Africa faces a mix of significant challenges and
promising prospects. While there's a strong push for science, technology, and
mathematics (STEM) education, particularly with the integration of Indigenous
Knowledge Systems (IKS), several issues hinder progress.

3.0 SCIENCE EDUCATION CURRICULUM IN MALAYSIA

3.1 Science Education in Malaysia in reference to structure
Science education in Malaysia is structured within a framework that spans from
primary to tertiary levels, encompassing both national and private institutions.
The curriculum emphasizes a shift towards student-centered learning, critical
thinking, and problem-solving skills.
3.2 Science Education in Malaysia in reference to Philosophy
Science education is guided by a philosophy that aims to develop scientifically
literate individuals who can contribute to a technologically advanced society
3.3 Science Education in Malaysia in reference to Content
Science education content is designed to foster scientific literacy and a
scientifically inclined populace, aligning with the national ambition of
becoming a developed nation.
3.4 Science Education in Malaysia in reference to Methodology
The methodology emphasizes a shift from traditional rote learning to more
student-centered, inquiry-based approaches. This involves actively engaging
students in problem-solving, experimentation, and the development of scientific
skills.
3.5 Science Education in Malaysia in reference to Evaluation
In Malaysia, science education evaluation focuses on assessing student learning,
teacher effectiveness, and the overall quality of the science curriculum.

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3.6 Science Education in Malaysia in reference to Funding
In Malaysia, science education is a priority, with significant funding allocated
from both government and non-governmental sources. The Ministry of
Education (MOE) plays a central role in formal science education, while the
Ministry of Science, Technology and Innovation (MOSTI) leads informal and
non-formal science education initiatives
3.7 Science Education in Malaysia in reference to Problems and Prospect
Science education in Malaysia faces both challenges and promising prospects.
While the nation has made significant strides in developing its science
curriculum and infrastructure, it also grapples with issues like declining student
interest in science, ensuring quality science teaching, and aligning with global
standards.

4.0 SCIENCE EDUCATION CURRICULUM IN JAPAN

4.1 Science Education in Japan in reference to structure
Japanese science education, structured within a national curriculum framework,
emphasizes observation, experimentation, and problem-solving from primary
grades through secondary education
4.2 Science Education in Japan in reference to Philosophy
science education is significantly influenced by philosophical perspectives,
particularly concerning the nature of science, its relationship with society, and
the development of scientific thinking. Historically, Japan's approach to science
education has been shaped by the desire for modernization and has often
emphasized practical applications and efficiency over epistemological
reflection.
4.3 Science Education in Japan in reference to Content
Japanese science education, particularly in compulsory education (elementary
and lower secondary), is structured around a spiral curriculum that

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progressively builds upon foundational concepts in physics, chemistry, biology,
and earth science.

4.4 Science Education in Japan in reference to Methodology

Japanese science education emphasizes a spiral curriculum from elementary to
upper secondary levels, focusing on foundational concepts like energy,
particles, life, and the Earth.
4.5 Science Education in Japan in reference to Evaluation
Japanese science education is known for its high performance on international
assessments, but also faces challenges related to student engagement and the
transition from elementary to secondary school.
4.6 Science Education in Japan in reference to Funding
In Japan, significant funding is being directed towards bolstering science and
technology education, particularly in areas like green and digital technologies.
4.7 Science Education in Japan in reference to Problems and Prospect
Science education in Japan, while consistently achieving high rankings in
international assessments like PISA, faces challenges related to academic
pressure, student well-being, and the need for more practical, problem-solving
oriented learning.

5.0 SCIENCE EDUCATION CURRICULUM IN GHANA

5.1 Science Education in Ghana in reference to Structure
Science education in Ghana follows a structured, multi-tiered system within the
broader educational framework. It begins with an integrated approach at the
primary and Junior High School (JHS) levels, transitioning to specialized
science subjects at the Senior High School (SHS) level, and culminating in
higher education science programs.
5.2 Science Education in Ghana in reference to Philosophy

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In Ghana, science education is increasingly emphasizing a philosophy that
prioritizes learner-centered, inquiry-based approaches. This shift aims to move
beyond rote memorization to foster critical thinking and problem-solving skills.

5.3 Science Education in Ghana in reference to Content

Science education in Ghana, particularly at the primary and secondary levels,
focuses on integrating concepts from biology, chemistry, physics, and
agricultural science.
5.4 Science Education in Ghana in reference to Methodology
In Ghana, science education methodology is increasingly emphasizing learner-
centered approaches like experiential learning, inquiry-based learning, and
project-based learning, moving away from traditional lecture-based instruction.
5.5 Science Education in Ghana in reference to Evaluation
Science education evaluation focuses on assessing students' scientific
knowledge, skills, and attitudes, as well as the effectiveness of teaching and
learning processes.
5.6 Science Education in Ghana in reference to Funding
In Ghana, science education funding is allocated through various channels,
including government budgets, donor support, and internally generated funds.
5.7 Science Education in Ghana in reference to Problems and Prospect
Science education in Ghana faces challenges related to resources, teaching
methods, and curriculum implementation, but also holds significant prospects
for national development and global competitiveness.
6.0 SCIENCE EDUCATION CURRICULUM IN USA (UNITED
STATE OF AMERICA)
6,1 Science Education in USA in reference to Structure
In the U.S., science education is structured within a decentralized system,
encompassing elementary, secondary, and post-secondary levels. It is

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characterized by varying degrees of emphasis on content knowledge, scientific
processes, and the development of scientific literacy.
6.2 Science Education in USA in reference to Philosophy
Science education in the USA is significantly influenced by philosophical ideas,
particularly regarding the nature of scientific knowledge and how students
learn.
6.3 Science Education in USA in reference to Content
In the US, science education content standards for K-12 generally include
Physical Science, Life Science, Earth and Space Science, Science as Inquiry,
Science and Technology, and Science in Personal and Social Perspectives.
6.4 Science Education in USA in reference to Methodology
In U.S. science education, methodologies are shifting towards more active,
inquiry-based learning approaches, emphasizing student engagement and
exploration over rote memorization.
6.5 Science Education in USA in reference to Evaluation
In the U.S., science education evaluation encompasses a variety of methods
used to assess student learning, program effectiveness, and the overall quality of
science education. This includes formative assessments during instruction,
summative assessments at the end of units or courses, and diagnostic
evaluations to identify learning gaps.
6.6 Science Education in USA in reference to Funding
In the US, science education funding comes from a variety of sources, with the
federal government playing a significant role, particularly through the National
Science Foundation (NSF) and the National Institutes of Health (NIH).
6.7 Science Education in USA in reference to Problems and Prospect
Science education in the United States faces both significant challenges and
promising prospects. Key problems include inadequate curriculum design,
insufficient teacher training, and the politicization of science, which can lead to
misconceptions and a lack of trust in scientific consensus.

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7.0 SCIENCE EDUCATION CURRICULUM IN UNITED KINGDOM
7.1 Science Education in United Kingdom in reference to Structure
In the UK, science education is structured with distinct phases, from primary to
tertiary (university) levels, each with its own regulatory framework and
curriculum. At the primary and secondary levels, the Department for Education
(DfE), of equal, and the QAA play key roles in regulating assessments and
qualifications.
7.2 Science Education in United Kingdom in reference to Philosophy
In the UK, there's growing recognition of the importance of incorporating
philosophy, particularly the history and philosophy of science, into science
education.
7.3 Science Education in United Kingdom in reference to Content
In the UK, science education content is primarily defined by the National
Curriculum, which mandates the study of science for all students up to the age
of 16.
7.4 Science Education in United Kingdom in reference to Methodology
In the UK, science education methodology emphasizes hands-on, inquiry-based
learning, critical thinking, and developing scientific literacy. It integrates
substantive knowledge (facts and vocabulary) with disciplinary knowledge
(understanding how science works).
7.5 Science Education in United Kingdom in reference to Evaluation
In the UK, science education is evaluated at various levels, from primary to
tertiary, with different bodies responsible for regulation and assessment. The
Department for Education, of equal, and the QAA oversee science education
below university level, while professional bodies and the QAA regulate it at the
university level.
7.6 Science Education in United Kingdom in reference to Funding

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In the UK, science education funding comes from a mix of public and private
sources, with varying levels of support for different aspects of science
education. While overall R&D funding has seen some shifts, with business
investment increasing, public research institutions have seen a decrease,
according to the National Audit Office (NAO).

7.7 Science Education in United Kingdom in reference to Problems and

Prospect
Science education in the UK faces challenges in curriculum design, teacher
training, and student engagement, but also holds prospects for innovation and
improvement.

CONCLUSION
Studies indicate that affective (interest, motivation and attitudes), meta-
cognitive, and socio-cultural aspects play an important role in the teaching-
learning process (Linn, Songer, & Eylon, 1996). There is agreement among
many science educators that the range (or repertoire) of learners’ ideas and ways
of making sense of the world should be a key factor in setting curricular goals
and in developing teaching strategies and learning materials.
In the process of science learning, learners, either as individuals or as a group
studying together, may grapple with a repertoire of ideas that are not necessarily
consistent with each other. Science educators hold different opinions regarding
the repertoire of learners’ ideas. Some regard them as barriers to the process of
learning and design strategies to eliminate them, while others regard the
repertoire as an essential and useful resource enabling learners to build on their
experience and intuitions in the means of conceptual development. Therefore,
the curricular goals, the teaching strategies, and the assessments differ in these
approaches.

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Limόn, M. & Mason, L. (Eds.) (2002). Reconsidering conceptual change: Issues
in theory and practice. Dordrecht, The Netherlands: Kluwer.
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982).
Accommodation of a scientific conception: Toward a theory of conceptual
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CA: Pyramid Film and Video.

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