Abstract:
The Science teaching involves a scientific method that will help the child to think critically and develop scientific skills in them. Traditional approach followers assume that there is a fixed body of knowledge that the student must come to know. Students are expected to blindly accept the information they are given without questioning the instructor (Stofflett, 1998). The teacher seeks to transfer thoughts and meanings to the passive student leaving little room for student-initiated questions, independent thought or interaction between students (VAST, 1998). Even in the activities based subjects, although activities are done in a group but do not encourage discussion or exploration of the concepts involved. This tends to overlook the critical thinking and unifying concepts essential to true science literacy and appreciation (Yore, 2001). As well as Wandersee, Mintzes, and Novak (1994) pointed
out that students harbor a wide variety of alternative conceptions about objects and events when they enter formal instruction in science.
