Abstract

The study examined refocusing teaching and learning of Biology through reflection for students' conceptual change in secondary schools in Nigeria. The pretest-posttest control group delayed test, quasi experimental design was adopted. The multi-stage sampling procedure was employed. Research instruments used were subjected to face and content validity. Test retest reliability indices of (r=0.79) and (r=0.89) were obtained. One research question was answered, while three hypotheses were tested at 0.05 level of significance. Data were analyzed using descriptive statistics of mean and standard deviation with inferential statistics of the Analysis of Covariance. Findings revealed that explicit reflective strategy had significant effect on students' conceptual change in biology. The explicit-reflective strategy was found to facilitate students' conceptual change in Biology. Teachers should allow students to reflect on their prior knowledge to erode misconception and facilitate a correct conceptual change in Biology.