Enhancing the Construction and Appropriation of Scientific Knowledge for Reinvestment in Seeking Solutions to Problems in New Contexts: Case of a Lesson on Sexual Reproduction in Flowering Plants among Second Year Learners of General Secondary Education i

This study aimed to find out whether learners ability to construct, appropriate and relate scientific knowledge to problems in different contexts could be enhanced by using Klopfers taxonomy of learning objectives. It was designed around the concept that the properties of organisms, events and phenomena observe in nature represent solutions to problems and therefore by identifying and characterizing them, one can brainstorm through a deductive thinking model to decipher the underlying problems manifested by such properties. To investigate this hypothesis, a quasi-experimental design of 245 respondents was used. Results showed remarkable improvement in mean performances between pre- and post-test scores with a significant difference on a t-test analysis of t (235) = -30.82, less than.001 and a slightly positive correlation of (r =.31, less than.001). Further Investigation of the possible effects of confounders revealed no influence on the post- and confirmatory post-test performances. Within limits of the study it was concluded that the improvement in performances observed was due to the use of Klopfers taxonomy in guiding lesson preparation and teaching.