Abstract

Research on understandings as well as retention of school science concepts has often been targeted at school age persons (children). Uniquely, this paper reports and discusses findings in a study that investigated understandings and retention of selected school science concepts by past school age participants i.e. adults (n=50), most of who were enrolled on a Master of Education degree programme at a private non-religious international post-graduate institution in Eastern Africa region. Data were collected by use of a questionnaire that had four differently framed items (concepts). Relevant approaches including content and statistical analyses of the participants’ written responses as representations of their understandings and evidence of their levels of retention of the concepts revealed that alternative conceptions outlive classroom presented meanings of science concepts. Also revealed was the fact that alternative conceptions are widespread and quite persistent across cultures and religious affiliations. Implications of these findings on the school science curriculum and classroom teaching practices towards enhanced societal literacy in science are discussed.