Effects of Constructivist Approach on Students' Perception of Nature of Science at Secondary Level

Abstract

A quasi-experimental study was conducted to see whether constructivist approach to science instruction could promote perception of nature of science among eighth grade students. Purposive sampling was employed to select the schools for the study. Perception of nature of science test was developed by the researcher and was administered before and after the treatment. Analysis of Covariance test was performed to control the initial variance. The results showed that Constructivist teaching is more effective than conventional teaching in terms of perception of nature of Science among 8 th standard students. It was also found that constructivist approach was equally effective for both boys and girls in improving achievement and attitude towards science. A constructivist environment was preferred to a traditional classroom by the students. The results confirm research supporting the positive effect of constructivist learning practices and view that constructivist approach to teach science is a viable alternative to traditional modes of teaching.