A Test of the Efficacy of Field-Trip and Discussion Approaches to Teaching Integrated Science within a Constructivist Flavour

摘要

Discussion method of instruction and field trips, by their nature can be adjudged interactive teaching approaches. But it can be speculated that the discussion method, because of its additional characteristic of providing for negotiation/argument during instruction, can potentiate constructivist instructional strategy to produce superior achievement by integrated science students. This speculation was experimentally investigated in this study by using 47 (22 boys and 25 girls) junior secondary school students (grade 8) in Warri Municipality of Nigeria and a non-equivalent control group design. These students were randomly assigned to treatment and control groups and taught energy concepts. Analysis of posttest scores using a 2 x 2 (two levels of method of instruction and gender) ANOVA indicated that there was no significant effect of method (F(1,44) = 3.88, p > 0.05), gender (F(1,44) = 0.14, p > 0.05) and interaction of method by gender (F(1,44) = 2.98, p > 0.05). The implications of these results for integrated science teaching are addressed in this article.