Abstract

The challenge posed by students’ misconceptions in science necessitates the search for alternative strategies, which acknowledges a constructivist approach to the process of learning science. To this end, this study proposes the adoption of Question – Answer – Relationships (a teaching strategy). It was designed to determine the effects of QAR on students’ understanding and conceptual change of selected concepts in integrated science. Through an experimental research design, a A comparison was undertaken between this method and the traditional mode of instruction (lecture method) in junior secondary integrated science. Data were analyzed using the t-test statistical tool. Findings revealed a significant difference in achievement of the experimental group compared to the control group. No statistical significant sex differences emerged. The implications for science education are discussed.