Abstract
The result of various researches and practical experience teach that at the preuniversity level, science teaching should not involve only theoretical principles and verbal activities. Since majority of learners at this level are not cognitively mature, science teaching and learning should involve a judicious blend of practical activities and some theory (if necessary). To be beneficial to the learners, preuniversity science should be meaningful and also focused on phenomena in the environment in order to promote understanding of nature.
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Eminah, J.K., Taale, K., Raheem, K. (2012). Science Student Teachers’ Attitude Towards Improvisation. In: Asabere-Ameyaw, A., Dei, G.J.S., Raheem, K., Anamuah-Mensah, J. (eds) Contemporary Issues in African Sciences and Science Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-702-8_6
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DOI: https://doi.org/10.1007/978-94-6091-702-8_6
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Online ISBN: 978-94-6091-702-8
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