Rebecca Esi Ampofo, Sabastine Fynn


The purpose of this study was to see how well teacher trainees in selected Colleges of Education in Ghana would be helped to see both the differences between science and social studies, and the connections among them, using an action research design, including student interviews, observer logs, journal notes, students' ‘connection’ journals, student work, and record and planning book as data sources. The researchers designed and delivered an interdisciplinary science and social studies curriculum that focused on environment, water and energy. The sample comprised of 5,240 participants drawn from 3 Colleges of Education in the Central region of Ghana which were chosen by applying equal probability sampling technique. It was found that students were finally able to see the interdisciplinary nature of science, and social studies, as well as the connections between science and social studies. Implications include making explicit disciplinary instruction, as well as connections between the disciplines.


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