Introduction of the Science, Technology and Society Nigerian Curriculum

The introduction of Science Technology and Society curriculum into the regular science curricula aim at equipping students to understand and situate scientific and technological development in their cultural, environmental, economic, political and social contexts. This study was conducted to find out the views of secondary school teachers in Kwara State on the introduction of Science Technology and Society (STS) Curriculum into the Basic Science curriculum of the upper basic level of the Nigeria education. This study was a descriptive study involving two hundred and fifty-six Basic Science teachers sampled using cluster sampling technique. The instrument used for the study was a researcher designed questionnaire termed Science, Technology and Society Curriculum Questionnaire (STSCQ). The instrument was validated and its reliability was determined using test-retest method of two weeks interval. The reliability index of 0.71 was obtained. Data obtained in the study were analyzed using frequency counts and percentages. The result of the findings showed that most of the respondents responded favourably to the relevance and adequacy of the STS component of the Basic Science curriculum in secondary education in Nigeria, On the implementation constraints to STS curriculum in secondary school level of education, majority of the respondents see no constraints to the implementation while majority of the respondents see lack of conference and workshop for the teachers, lack of classroom activities for the students and lack of laboratories equipments as major constraints to the implementation of STS curriculum in Nigeria.