Studies have shown that science in Africa stemmed from external influence and this has led to the inability of science students in Nigeria and Africa to relate with what is being taught in the classrooms. Most concepts in science are abstract, counter intuitive and not consistent with the students existing knowledge translating into the negative attitude and lack of interest students demonstrate towards science subjects which reflects in poor performance of students in these subjects. The study was carried out to proffer solution to this problem through the use of a teaching method that allows for the meaningful learning of science in Africa. The study had a survey and a quasi-experimental phase. The survey involved 1,461 secondary biology students in Nigeria and Ghana. The topic ranked as one of the most difficult was energy flow in an ecosystem. This was selected for the quasi experimental phase. The quasi experimental phase employed quantitative and qualitative data-gathering techniques. One-way analysis of covariance was applied to test for the statistical difference between the two groups. The result showed that the experimental group performed significantly better than their control group counterparts. [F (1,75) = 38.62; p< 0.05]. The implications for the study were highlighted.
