Effects of conceptual change pedagogy on achievement by high ability integrated science students on energy concepts

Abstract

Strands of evidence from research on science teaching support the use of conceptual change pedagogy for teaching science at the primary and secondary school levels (grades 1-12). This model emphasizes the determination of students' alternative conceptions and organizing a conducive learning environment for negotiation between the students and their teachers. Meaningful learning of science takes place within this type of learning environment. Despite this, there is the need to investigate the efficacy of this model for each of the levels of the various characteristics of students. This study, therefore, sought to find out if high 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 (54 boys, 46 girls) junior secondary school (grade 8) high achievers took part in this study. Using a non-equivalent control group design, the experimental group was taught energy concepts using conceptual change pedagogy while a second group was taught using expository method. No statistically significant difference was found between the two groups in cognitive achievement. But a significant difference was found in affective achievement between the two groups. The implications of the findings for integrated science teaching and further research are drawn.