EFFECTS OF INNOVATIONS IN SCIENCE TEACHING FORNURTURING CURIOSITY AND CRITICAL THINKING INSECONDARY SCHOOLS

Abstract

This study investigated the Effects of Innovations in Science Teaching for Nurturing Curiosity and Critical Thinking on Secondary School Students. It explored the evolving landscape of science education, focusing on innovative pedagogical approaches that aim to enhance students' curiosity and critical thinking skills. The study analyzes a variety of teaching methods, including inquiry-based learning, project-based learning, and the integration of technology in the classroom. The quasi-experimental design was adopted in the study. Three research questions were raised and with the corresponding three null hypotheses. 84 SSII students were purposively selected. The instruments used for data collection were validated by experts in Science Education. “Students Engagement and Interest in Science Questionnaire” (SEISQ) and Teachers’ Challenges and Effectiveness of Teaching Methods Questionnaire (TCAEFTMQ). Data was analyzed using Mean, Standard deviation and ANCOVA. The findings revealed that when teachers employ innovative teaching strategies, students are more likely to engage with the material, ask probing questions, and develop the critical thinking skills necessary for success in the 21st century. Recommendations based on the findings includes among others; professional development and training should be provided to teachers to equip them with the skills and knowledge necessary to implement innovative teaching strategies effectively and Curriculum developers and educators should integrate innovative teaching methods into the science curriculum.