Using conceptual change model of science instruction to improve Junior high students’ understanding of electricity

Abstract

The main purpose of this study was to use conceptual change model of science instruction to improve the understanding of JHS two pupils of Kibi in the study of the following basic concepts of electricity: electric circuits, electric current, conductors, voltage and resistance. Furthermore, the study also attempted to determine the alternative conceptions and misunderstandings of the pupils on the concepts of electricity. The sample for the study was 115 JHS pupils and six science teachers. The pupils and teachers were drawn from two Junior High Schools in Kibi namely KPCE Demonstration JHS and Kibi State JHS. The instruments used in this study were questionnaires and tests. The data collected from the pre-test and post-test were analyzed using t-test. The findings showed that there was significant improvement in the level of the performance of the pupils after the intervention. Again, it was revealed that most of the alternative conceptions and misunderstandings determined through the questionnaires were either reduced or were eliminated. The research finding that conceptual change approach to science instruction helped to improve the JHS pupils’ understanding of electricity is recommended for the teaching of electricity in the Junior High Schools in Kibi circuit and throughout the country. It is further recommended that the conceptual change approach to science instruction should be introduced into the science programme in Colleges of Education and made part of the course on methods of teaching science.