[01] Victor Antwi, Department of Science Education, University of Education, Winneba, Ghana. [02] Simon Abedi Opare, Department of Science Education, Enchi College of Education, Enchi, Ghana. [03] Georgina Esinam Fianoo, Department of Science Education, Presbyterian College of Education, Akropong, Ghana. [04] Michael Odenkey Quaye, Department of Science Education, St. Louis College of Education, Kumasi, Ghana.

This research was conducted to investigate the practices of co-operative and enquiry learning in physics lessons in the selected colleges of education in Ghana. Purposive sampling technique was used to select the district, science colleges, the three (3) physics tutors and ninety (90) teacher trainees offering science as elective in Central and Western Regions of Ghana for the study. Data Collection was facilitated through the administration of questionnaire. The quantitative data entry and analysis was done by using the SPSS software package. The data was edited, coded and analysed into frequencies, percentages, with interpretations. The findings indicated that Cooperative and enquiry learning encourage students to construct their own meaning by talking, listening, making enquiries, writing, reading, and reflecting on content, ideas, issues and concerns. It was recognized that students learn in different ways and have different learning styles and personalised/individualised responses were encouraged. This calls for tutor(s) resourcefulness and method of teaching on the part of the Physics tutors. The study recommended that all physics tutors in colleges of education should be encourage to use cooperative and enquiry learning to engage students to engage students in learning activities.

Practices, Co-operative Learning, Enquiry Learning, Physics Lessons, Colleges of Education, Ghana

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