A Novel Approach to Integrated Science Teaching and Learning in a Selected Ghanaian Junior High School

Abstract

The study was about a novel approach to Integrated Science teaching and learning in a selected Ghanaian junior high school. In this study, the approach to teaching and learning Integrated Science has been made entirely new and meaningful in the sense that the four learning behaviours (acquisition of knowledge, comprehension, application of knowledge and experimental skills) which constitute profile dimensions were incorporated into the objective-stating, lesson-delivery and assessment of lessons. The researcher made use of profile dimensions in preparing lesson plans, taught students with the new strategy and assessed the impact of the new approach on students in terms of teaching and learning of science. The students were highly interested in answering low order question. About 80% of the questions were high order questions which were poorly answered. They actually showed very little interest in answering high order questions. However, as the weeks went by and the approach to teaching the new strategy was improved, students’ interests were aroused and sustained leading to students demonstrating high ability to answer high order questions conveniently. By the end of the study, the students were able to set up and conduct experiments, observe the outcome and draw their own conclusions. The students could classify items based on their characteristics and discuss issues (like balanced diet) and outline the effect of malnutrition in animals. Students’ scientific drawings were neater and clearer with less woolen lines. The implication of the finding is that, with these learning behaviours and skills, students could do analytical thinking and have the capacity to apply their knowledge to problems and issues.

Teacher Educators Experience Adopting Problem-Based Learning in Science Education

“…Adopting the appropriate pedagogical strategies is essential to developing 21st-century core skills such as creativity, critical thinking, innovation, problem solving, and communication skills. Students are then tested on scientific knowledge related to remembering and understanding, the application of knowledge, and experimental and process skills dimensions [44]. There are concerns about students knowledge ability at these three organizational levels which affects their performance in national tests [44,45].…”

“…Students are then tested on scientific knowledge related to remembering and understanding, the application of knowledge, and experimental and process skills dimensions [44]. There are concerns about students knowledge ability at these three organizational levels which affects their performance in national tests [44,45]. Regardless of the concerns, Ghanaian teachers are mandated to adopt PBL in their classrooms, as done in the USA's Next Generation Science Standards [46].…”

Implementasi Pembelajaran Berbasis Sikap Ilmiah dan Keterampilan Proses Sains: Bagaimana Respon Mahasiswa Rumpun Non-Sains?

“…Ini dapat berdampak positif terhadap hasil belajar yang dicapai oleh mahasiswa. Seperti diungkapkan oleh (Klutse, 2021), pembelajaran yang bermakna berpengaruh positif dan signifikan terhadap hasil belajar sains, baik pada aspek produk, sikap, maupun pengembangan keterampilan proses sains. Data kesan tersebut juga mengindikasikan bahwa kualitas proses pembelajarannya bagus.…”