I teach science for understanding through inquiry by making use of guided discovery model. I also apply constructivist approach to teaching science which takes into account that students come to class with already preconceived ideas about their world that make sense to them. Difficult concepts becomes increasingly hard to grasp.  So I have developed methods of correcting misconceptions in science by allowing time for individual reflections/misunderstanding of the concept in question.  Misconceptions in science are based on cultural/indigenous knowledge systems and beliefs that are passed down from one generation to another (Leach, J. and Scott, P. (1995). The demands of learning science concepts: issues of theory and practice. School Science Review, 76 (277), 47-52). For ECP students, additional learning exercises such as debates were developed to increase student participation and motivation. For example, in 2020, the ECP Biochemistry students were assessed on the diagnosis of the new COVID'19 disease. They were tasked with sourcing the web to find the origin, transmission, diagnosis and possible treatments for the disease caused by SARS-CoV-2 virus. Each group had a written assignment and prepared a PowerPoint presentation which they orally presented online via the Microsoft Teams app. There were question and answer sessions where peer assessment as well as questioning of the presenting group by other class members took place (The video recording is available online and further evidence are attached below). A standard rubric with set criteria was used to assess the online presentations.