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.
The role of science in the socioeconomic development of societies and nations in the world today hardly needs any arguments. It is in view of this role that science education has found a secured place in school curricula of most countries around the world, particularly since the last few decades. However, the kind of science to be taught and how to teach it at different levels has been changing over the last few decades. Modern science curricula in various countries do not solely focus on developing the understanding of science concepts in their students; it embodies a wide variety of goals. For instance, the recent reforms in science, particularly in developed countries, have placed an added emphasis on the development of students' understanding about the 'nature of science` (American Association for the Advancement of Science (AAAS), 1990; National Research Council (NRC), 1996).However, this aspect of science education is yet to take roots in many developing countries such as Ghana. Some years ago, students in schools and colleges were taught that science was a collection of facts; a fixed body of knowledge; an organized body of knowledge; an absolute truth; agreed upon and objective knowledge (Iqbal, 1998). Such views of science have many consequences both for students as well as teachers. By implication, students develop an understanding that there is no room for new discoveries; and that whatever is known about natural phenomenon is absolute and final. The implication for teaching is that teachers of science have to transmit that fixed body of knowledge to students and students have no other alternative except to learn and memorize what they are told. Ghana, in spite of her colonial past, still values her cultural heritage. One important part of this cultural heritage is respect for the elderly or leaders and this naturally includes teachers. The Ghanaian classroom atmosphere has been influenced greatly by this tradition making the elderly assume the status of custodians of knowledge. Consequently, the teacher embodies the proverbial "sage on stage". This results in children generally becoming less apt to ask questions or contribute in the classroom, and the teacher is the final authority of knowledge. The concomitant method of instruction for the majority of teachers is the lecture method; delivering knowledge, as it were, into "empty, but willing vessels."
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