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Science education is seen as an important goal for many developing countries. The role of primary science education is of particular importance, as research has shown that there is a high correlation between economic growth and the time spent on primary science education. However, the teaching of science in many developing countries is dominated by a highly traditional didactic approach that many researchers believe fails to develop the understanding of scientific concepts in learners. In this paper, we report on a yearlong study that used an innovative teaching approach consisting of pedagogy-based on a constructivist-informed view of learning. The study employed both qualitative and quantitative means of inquiry, and the research findings suggest that a constructivist-based teaching approach leads to improved learning, with participants clearly identifying specific instructional tools used in the intervention as contributing to their learning. |
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