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This book investigated teachers´ adoption of constructivist approaches in teaching chemistry in senior secondary school in Nsukka local government area of Enugu state. Four research questions guided the study. The instrument used for data collection was questionnaires designed to address the research questions. Fifteen (15) Secondary Schools were randomly sampled out of the thirty (30) government schools in Nsukka local government area and twenty eight (28) teachers were used. The statistical tools used for analysis were mean and standard deviation. From the analysis of data, the major findings of the study revealed that: chemistry teachers have used some constructivist approaches in teaching chemistry. Chemistry teachers have adopted the inquiry approach in the teaching chemistry. Chemistry teachers have adopted some constructivist activities in the classroom. Chemistry teachers have contributed to solving the problems inherent in teaching chemistry through the use of discussions. Based on the findings the researchers recommended among others that the Government should recruit more qualified teachers in the field of Chemistry.

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Tsobaza, Moses Kagbo is a Masters student in Science Education, University of Nigeria, Nsukka. Egu, Samuel Attah is a Chemistry lecturer with Kogi State College of Education, Ankpa.

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