University of Bahrain
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Towards Exploring Strategies for Teaching Integrated Science to Low Achievers: A Test of Efficacy of Conceptual Change Pedagogy

Show simple item record Igwebuike,Thomas B. 2018-07-31T08:09:19Z 2018-07-31T08:09:19Z 2013
dc.identifier.issn 2210-1438
dc.description.abstract The search for more effective and alternative instructional strategies has led to focusing attention on conceptual change pedagogy which places much premium on the use of students’ prior ideas during instruction. The results of some studies on the efficacy of this pedagogy seem to demonstrate its superiority over the traditional expository strategy. But while the search for enhancement of achievement in science through the use of conceptual change pedagogy goes on, there is the need to relate it to some student characteristics that could affect their learning of science. This study, therefore, sought to find out if low achievers in integrated science taught using conceptual change pedagogy will achieve significantly better than their counterparts taught through the expository strategy. A total of 100 (57 boys, 43 girls) junior secondary school (grade 8) low achievers in integrated science participated in this study. Using a non-equivalent control-group design the experimental subjects were taught some energy concepts using conceptual change pedagogy while their counterparts were taught using expository method. Analysis of data collected showed that conceptual change pedagogy is superior to expository strategy for developing affective components of learning. Implications of the study are discussed and suggestions for further studies presented. en_US
dc.language.iso en en_US
dc.publisher University of Bahrain en_US
dc.rights Attribution-NonCommercial-ShareAlike 4.0 International *
dc.rights.uri *
dc.source International Review of Contemporary Learning Research
dc.subject Conceptual change pedagogy
dc.subject constructivist epistemology
dc.subject low achievers
dc.subject integrated science
dc.title Towards Exploring Strategies for Teaching Integrated Science to Low Achievers: A Test of Efficacy of Conceptual Change Pedagogy en_US
dc.type Article en_US
dc.volume 02
dc.issue 02
dc.pagestart 49
dc.pageend 57
dc.abbreviatedsourcetitle IRCLR

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