Teaching science for conceptual change, an action research of one primary school at Sumbawanga municipal, Tanzania

Date of Award


Document Type


Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Mussa Mohamed

Second Supervisor/Advisor

Dr. Fredrick Japhet Mtenzi


AKU-East Africa


In 21st century, it is irrelevant to insist on the conventional method of teaching which perpetuates a teacher-centered approach and sees teaching as the transmission of knowledge instead of knowledge construction. Consequently, teachers are thinking about the strategies they should use to teach while in-cooperate pre-conception of learners in a lesson for learners to construct their own understanding. Therefore this Action research intends to look at the ways of helping teachers to teach science for a conceptual change in primary classes. Moreover, the reason for this study is manifested by the fact that most of the primary school teachers embrace teacher-centered approach of teaching as their backbone for years without a sign of change which in fact lead to poor performance in science subject at primary level and also built a poor base for science takers at higher levels of education. This study was conducted at one primary school in Sumbawanga Municipality-Tanzania. Data were collected through observation of activities in the classroom, Interview with the teacher before observation and focus group discussion with pupils and document analysis. Moreover, results from pre-test and post-test were collected and compared to see the effect of facilitating a lesson by using strategies that enhance conceptual change to learners. The sample population used was one teacher and students of the respective class, the interview were done to one teacher and six students participated in Focus group discussion. Results showed that teaching science for conceptual change is a good strategy as learners showed great improvement of conception they had before about Food preservation, Balance diet and Malnutrition when the scores were compared. However, some challenges like absenteeism, inadequate books, lack of practical apparatus and inadequate uses of technology in teaching were noticed which prevent teachers from smooth teaching for a conceptual change in the respective classes. Further research is recommended in the use of ICT or proper technological pedagogy to enhance teaching science for conceptual change to see its efficiency.

This document is available in the relevant AKU library