Abstract:
The main purpose of this study was to use conceptual change model of science
instruction to improve the understanding of JHS two pupils of Kibi in the study of the
following basic concepts of electricity: electric circuits, electric current, conductors,
voltage and resistance. Furthermore, the study also attempted to determine the alternative
conceptions and misunderstandings of the pupils on the concepts of electricity. The
sample for the study was 115 JHS pupils and six science teachers. The pupils and
teachers were drawn from two Junior High Schools in Kibi namely KPCE Demonstration
JHS and Kibi State JHS. The instruments used in this study were questionnaires and tests.
The data collected from the pre-test and post-test were analyzed using t-test. The findings
showed that there was significant improvement in the level of the performance of the
pupils after the intervention. Again, it was revealed that most of the alternative
conceptions and misunderstandings determined through the questionnaires were either
reduced or were eliminated. The research finding that conceptual change approach to
science instruction helped to improve the JHS pupils’ understanding of electricity is
recommended for the teaching of electricity in the Junior High Schools in Kibi circuit and
throughout the country. It is further recommended that the conceptual change approach to
science instruction should be introduced into the science programme in Colleges of
Education and made part of the course on methods of teaching science.
Description:
A project work in the Department of Science Education, Faculty of
Science Education, submitted to the School of Graduate Studies,
University of Education, Winneba in partial fulfillment of the
requirements for award of the Master of Education (Science) degree.
JULY, 2011