CHAPTER ONE
INTRODUCTION
1.1. Background of the Study
Science has emerged as one of the most significant influencing fields of study which has improved man’s life. It has through technology transformed how man relates to his environment drastically. For example, through the application of the knowledge of science diseases can be controlled and, in some cases, totally eradicated; environmental awareness as a result of science has culminated in more rational use of resources to aid better living. Emphasizing the role of science in the modern world, Oyekan (1993) maintained that science provides the tools of industrialization and national development. The role played by science in the development of any nation is therefore not debatable. It is for this reason that governments all over the world including Nigeria give priority to science education. For example, Nigeria government has always placed emphasis on increasing the enrolment of students offering science over arts students in her higher institutions. Science instruction is also encouraged to be effective especially at the primary and secondary schools where solid foundation in science is expected to be laid.
In the Nigerian secondary schools, one of the sciences being taught is biology. Biology is the scientific study of living things. With the knowledge of biology, students are in the position to understand the structures and functions of different parts of the body; the environment in which they live and how best to conduct themselves therein. Comparative Education Study and Adaptation Centre, (CESAC) maintained that biology provides an avenue for teaching students the ability to apply learned science concepts and principles in solving everyday science related problems (CESAC, 2004). Biology is also related to other subjects. Studying biology with other subjects provides several career paths and these include: Research, medical and pharmaceutical services, agriculture, environmental science and conservation just to mention a few (CESAC, 2004).
Biology education as an aspect of science education places emphasis on field studies, guided discovery, conceptual thinking and acquisition of scientific skills. Hence for learners to become competent future biologists and scientists, the learners are expected to acquire reasoning ability and scientific skills as contained in the National Policy of Education (Federal Republic of Nigeria, 2004).
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