Science education has experienced a major transformation from traditional teacher-centred approaches towards learner-centred approaches that emphasize students’ active construction of knowledge. Conceptual change approaches have emerged as effective strategies for addressing students’ misconceptions and promoting deeper scientific understanding. This study examined science teachers’ utilization of conceptual change approaches and their influence on students’ conceptual understanding in senior secondary schools in Kenema District, Eastern Sierra Leone. A descriptive survey research design was adopted. The study involved 150 respondents comprising science teachers and senior secondary school science students selected from selected schools in Kenema District. Data were collected using questionnaires and achievement tests. Quantitative data were analyzed using frequencies, percentages, mean scores, standard deviations, and Pearson Product Moment Correlation.
The findings revealed that science teachers moderately utilized conceptual change approaches, particularly inquiry-based learning, discussion methods, and practical activities. Results showed a significant positive relationship between conceptual change approaches and students’ conceptual understanding of science concepts (r = 0.68, p < 0.05). The study concluded that effective use of conceptual change strategies improves students’ ability to overcome misconceptions and develop meaningful scientific knowledge. The study recommends increased teacher training, provision of science instructional resources, and promotion of learner-centred science teaching practices.