EFFECT OF VITAMINS C AND E INTAKE ON BLOOD ... - EuroJournals

International Research Journal of Finance and Economics – Volume 2, Number I (2006)
It is pertinent to add however that what differ amongst these schools are the facilities available
to teach the content. Most public schools have inadequate funding, large class size, no laboratory, no
equipment and chemicals. As a result it becomes very difficult for the teachers to carry out the various
activities in the curriculum. This should be addressed by any government in the interest of future
peace.
Question 4: is the use of dialogue/discussion method recommended?
The curriculum recommends the use of discussions as one of the methods of teaching topics
like process of weaning, food crops, gravity, machines and controlling the environment. With the
students able to discuss and listen to the views of others and arriving at a consensus, they can learn the
use of dialogue in resolving issues. The way the teacher uses the method is very important. If it is used
in such a way that all students in the class are involved and heard, both the brilliant and the dull, the
boys and the girls, the quiet and noisy, and students are allowed to see the wisdom in other peoples’
ideas, then it becomes easy for the teacher to let pupils realize that objectives can be achieved through
a dynamic participative process.
Question 5: are there topics related to environmental considerations in the
curriculum?
The curriculum is based on the thematic approach. Six themes are adopted, one of which is
‘controlling the environment’. In the three books of the JSS, topics to be learnt under this theme
include environmental sanitation (refuse and sewage), disease vectors, preventive medicine,
maintaining balance in the environment, wild life conservation, pollution and the deterioration of the
environment due to human activities.
According to Aladejana (2000), 8.85% of the curriculum content consisting of 16 topics is
devoted to issues of the environment. With this curriculum, students can learn enough to understand
their environment. Many conflicts have arisen because of environmental issues, for example,
overgrazing other people’s farmland by cattle-rearers has caused serious communal clashes in the past ;
a good knowledge of these topics will therefore help the students in their path to building a culture of
peace.
Question 6: will learning the curriculum content raise the scientific level of all
learners?
Previous work of Aladejana (2000) has shown that 87.08% of the curriculum content provides the
learner with the required scientific knowledge. These topics span through the disciplines of physics,
chemistry, biology, and the social sciences. There is adequate scope and depth. Students will have the
required basic knowledge from learning these topics to be scientifically literate. They will infact be
able to use simple appliances in the home as these are well stipulated in the content. Such knowledge
will prevent an individual from conflicts even within himself/herself and be able to live better quality
life. This is important as the peace that one enjoys within determines largely how much peace one
enjoys with others.
Question 7: are there topics highlighting the roles of the scientist, ethics of science
and engineering?
According to Aladejana (2000), 3.2% of the curriculum content deals with the scientist’s role in
development. These topics include science-related occupations, man in space, and immunization. This
coverage is however inadequate as students need to have a good idea of the benefits they can derive
from the subject. This can kindle their interest and encourage many to become scientists. The more
students that want to offer science, the better chance for the nation to become technologically
109