Effects of Concept-Mapping and Problem-Solving Strategies on Understanding of Nature of Science among Secondary School Biology Students, Zaria, Nigeria.

Odiba Celina Ojoma

Abstract


This study investigated the Effects of Concept-Mapping and Problem-Solving Strategies on the Understanding of Nature of Science among Secondary School Biology Students, Zaria, Nigeria. A quasi-experimental with pretest and posttest control group design was employed. The population consisted of all co-educational Senior Secondary II Biology students for the 2016/2017 session in the Zaria education zone with a total of 1862 students. A total of 150 Senior Secondary two (SS2) Biology students took part in the study. This was made up of 84 male and 66 female students. The research instrument used was the Understanding of Nature of Science Questionnaire (UNSQ).  One research question corresponding to one null hypothesis was formulated, tested and analysed using Analysis of Variance (ANOVA). The findings showed that students who taught respiratory concepts in organisms using problem-solving strategy performed better than those taught using concept-mapping strategy and lecture method and no significant difference in understanding of nature of science level of the students. Based on these findings, relevant recommendations were made. A major highlight of the recommendations is that In-service training for science teachers, seminars and workshops should be organized by the Ministry of Education for Biology teachers in secondary schools to employ problem-solving strategies in the classrooms to improve students’ understanding of the nature of science.


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References


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