Factors that inhibit the formation of basic scientific concepts by students

Abstract

This research sought to improve science concept formation of Senior High School students by bringing to light the factors that inhibit science concept formation in Keta Senior High Technical School students and proposing solutions to the factors. The research was conducted using one hundred and ninety three students, four science teachers and two science laboratory technicians all of Keta Senior High Technical School. Questionnaire was administered to the one hundred and ninety three students and the four science teachers and the two science laboratory technicians were interviewed. Observation was made in eight science lessons and tables drawn for results obtained. One of the main findings is that a number of students have negative perception and attitude towards science and this affects their focus and adversely, how they form science concepts. Most of the integrated science lessons are not taught using laboratory experiments and hands on models and this also affects good concept formation. Inflexible teaching methods such as lecturing are also a contributing factor. Inadequate pedagogical content knowledge of the science subject masters is also a major cause. Some other factors include inadequate assessment of students and monitoring of performance by teachers which was as a result of the large population of students and few subject handlers. In-service training is recommended for the science teachers to enhance their pedagogical content knowledge. It is also recommended that enough science teachers be made available for teaching of integrated science in the schooland that the school administration refurbish the science laboratory and equip the laboratory with appropriate teaching aids, apparatus, glassware and chemicals for use during instructions.