The purpose of the study was to find out pre-service science teachers conception about geometric optics in the selected Special Science Colleges of Education in Ghana. The study used a fixed non-experimental descriptive survey that went beyond the descriptive to the interpretive in order to provide explanations of patterns and relationships of the results obtained. Five (5) special Science and Mathematics Colleges of Education from five regions in Ghana were selected for the study. Each class was made up of twenty (20) students totalling one hundred (100) students in all. Questionnaire was used to collect data for the study. It was found out that most pre-service science teachers do not understand the practicalities (reflection and refraction) of the aspect of geometrical optics in the physics syllabus they use in teaching. It is recommended that pre-service science teachers should be taken through the practicalities of geometrical optics in the physics syllabus they use in teaching.
The purpose for this research was to compare any differences between enquiry-based learning methods and the traditional methods of teaching science in JHS 2. The study employed the Quasi-experimental research and action research methods under both quantitative and qualitative paradigms of research design. The selection of the school was done through purposive sampling method. The research participants were JHS 2 students (N = 30) in two science classes at the research school. The traditional class was the control group. Two data collection instruments - Science Knowledge Assessment and Engagement checklist were used. It was found out that enquiry based teaching allow students to engage, discover, draw conclusions and report their findings increased their abilities to reason and problem solving. It was recommended that discussion in science should be the focus of enquiry based learning.
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