The teaching and learning of science subjects at secondary schools in Sub-Saharan Africa is currently dominated by application of the lecture method in delivering learning material. In the Lecture Method, the teacher discusses and shows the learning material. Studies showed that the lecture method can be made interactive, and, hence, more effective if teachers appropriately integrate constructivist ideas in the method. Therefore, this study aims to examine the BEd (Science) students’ integration of constructivist’s learner-oriented instructional practices in the lecture method during teaching practice (TP). Data were collected from 107 BEd(Science) students, their Head of Subjects in the TP schools and the university supervisors at the onset and towards the end of a 14-week TP. The instruments used to collect data were questionnaires and interview schedules. The data were analysed descriptively and inferentially. Descriptive statistics focused on frequencies, percentages, means and standard deviation which summarised the variables in terms of demonstration of instructional practices, supervision and assessment practices. Findings revealed that the BEd(Science) students faced difficulties in their attempt to integrate constructivist ideas in the lecture method. T-test showed a positive effect of teaching practice on the integration of constructivists’ ideas in the lecture method. The study provides several recommendations based on the findings.
Pre-service Science Teachers’ Integration of Constructivist Ideas in the Lecture Method
