Scholarlink

<p>Despite ongoing curriculum reforms to improve science teaching, much of the discourse remains focused on teacher practices and systemic policies, often overlooking what truly matters to students. Understanding students’ perspectives is essential for designing instructional strategies that foster deeper engagement, motivation, and meaningful learning experiences. This study explores students’ perspectives on science learning, identifying key themes that can inform more effective and engaging pedagogical practices. The study employed a qualitative research approach, utilising a phenomenological design. Six focus group interviews were conducted for students in junior high schools in a Municipality of Ghana. Data were analyzed thematically. Five themes were identified; <i>support and attention</i>,<i> engagement and interestedness</i>,<i> collaborative learning; applicability and connectedness; real world relevancy and future career orientation</i> which reveal the core elements that influence students’ experiences and learning outcomes. These perspectives are not just opinions—they are valuable indicators of what is missing or could be improved in the current teaching approach. Understanding these priorities can help teachers design more effective teaching strategies, inform professional development initiatives, and ultimately contribute to more meaningful and impactful science education.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

What Matters To Students in the Teaching and Learning of Science: Perspectives of Junior High School Students from Ghana

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年9月2日

查看全文
  • Isaac Sonful Coffie,
  • Bans Bandoh Frempong,
  • Isaac Taylor,
  • Eric Appiah

摘要

Despite ongoing curriculum reforms to improve science teaching, much of the discourse remains focused on teacher practices and systemic policies, often overlooking what truly matters to students. Understanding students’ perspectives is essential for designing instructional strategies that foster deeper engagement, motivation, and meaningful learning experiences. This study explores students’ perspectives on science learning, identifying key themes that can inform more effective and engaging pedagogical practices. The study employed a qualitative research approach, utilising a phenomenological design. Six focus group interviews were conducted for students in junior high schools in a Municipality of Ghana. Data were analyzed thematically. Five themes were identified; support and attention, engagement and interestedness, collaborative learning; applicability and connectedness; real world relevancy and future career orientation which reveal the core elements that influence students’ experiences and learning outcomes. These perspectives are not just opinions—they are valuable indicators of what is missing or could be improved in the current teaching approach. Understanding these priorities can help teachers design more effective teaching strategies, inform professional development initiatives, and ultimately contribute to more meaningful and impactful science education.