| Abstract: | For almost a decade, a series of studies were conducted in science education in
Ethiopia on alternative conceptions (misconceptions), the root causes of these
misconceptions and, finally, their possible remedies. The purposes of these studies
were to identify and to determine the extent of the alternative conceptions held by
students, to analyze the possible root causes and to come up with possible strategies
for conceptual change. The methodologies followed in these series of studies were
descriptive, followed by explanatory and, finally, experimental phase. The subjects of
the study were drawn from primary, secondary and college students of Addis Ababa.
The results of these series of studies indicated that students not only have many
misconceptions on the basic concepts of chemistry but also these conceptions did not
reduce statistically as grade levels increase. Regarding the root causes of students’
misconceptions, lack of practical activities and teachers themselves were found to be
the major reasons. Finally, being aware of the misconceptions and the root causes,
an experimental study was conducted which compared the traditional and a newly
suggested conceptual change framework, namely, Tetrahedral-in-Zone of Proximal
Development (T-ZPD). The results of the independent t-test on students’ conceptual
reconstruction towards the scientific concept of the T-ZPD group were statistically
significantly and they were better compared to the traditional group students in all
contexts investigated. As a component of this framework, low cost apparatus for
practical activities were improvised and found to be very successful. Hence, in this
paper, the T-ZPD framework was suggested as a potential curriculum, instruction
and assessment framework for increasing the quality of science education at all levels
in Ethiopia. |
