R&P Entries
Books
Sam, A., (2021). Educational reconstruction of aspects of Coordination Chemistry in higher education.
Abstract
The study was designed to investigate students’ conceptions of some aspects of coordination chemistry namely nomenclature and geometry, isomerism, bonding and colours of complexes. In order to change students’ conceptions, their ideas were systematically related to scientific concepts, and the alternative conceptions that arose at each step, clarified with respect to students’ own naive conceptions as a starting point. This step-wise relation of scientific concepts alongside students’ own conceptions was re-ordered (reconstructed) to attain a content structure adapted to the students’ previous knowledge. Such an approach was used in this study as a guide for teaching and learning through a case study within the MER approach. The interpretive-qualitative methodology was used in this study. The participants in the study were third-year chemistry students in UEW, who took the coordination chemistry course in the second semesters of the 2014/2015 and 2015/2016 academic years. Forty-four (44) students, comprising thirty-eight males and six females were selected for the study. Purposive sampling technique was used to select the participants for the study. Students’ conceptions on naming of complexes and geometrical complexes, isomerism, bonding in complexes and colours were sampled in a class of students studying coordination chemistry and put in 5 groups of 3 to 5 students each over eleven (11) week period. The main instruments used were test-items, scientists’ (document analysis) perspectives on coordination chemistry, pen and paper tasks, and students’ drawings. All the data were gathered with audio/video equipment, transcribed and investigated by qualitative content analysis. The MAXQDA (version 11) for windows was used to analyse the data. The overall findings among others indicated that, the students had some difficulties in transforming between 2D and 3D visualisations. Based on the intervention approaches (SWH and MMS) adopted, the students correctly conceptualised the nomenclature/geometry, isomerism, bonding and colour topics associated with coordination chemistry. Also, the participants could discern the re-arrangement of objects through rotations and transformations of 3D figures into 2D structures on paper and vice versa. Among other issues, it was recommended that the coordination chemistry content at UEW, should be well connected in order to give the students a broader basis for conceptual change through heuristics and modelling skills.
The study was designed to investigate students’ conceptions of some aspects of coordination chemistry namely nomenclature and geometry, isomerism, bonding and colours of complexes. In order to change students’ conceptions, their ideas were systematically related to scientific concepts, and the alternative conceptions that arose at each step, clarified with respect to students’ own naive conceptions as a starting point. This step-wise relation of scientific concepts alongside students’ own conceptions was re-ordered (reconstructed) to attain a content structure adapted to the students’ previous knowledge. Such an approach was used in this study as a guide for teaching and learning through a case study within the MER approach. The interpretive-qualitative methodology was used in this study. The participants in the study were third-year chemistry students in UEW, who took the coordination chemistry course in the second semesters of the 2014/2015 and 2015/2016 academic years. Forty-four (44) students, comprising thirty-eight males and six females were selected for the study. Purposive sampling technique was used to select the participants for the study. Students’ conceptions on naming of complexes and geometrical complexes, isomerism, bonding in complexes and colours were sampled in a class of students studying coordination chemistry and put in 5 groups of 3 to 5 students each over eleven (11) week period. The main instruments used were test-items, scientists’ (document analysis) perspectives on coordination chemistry, pen and paper tasks, and students’ drawings. All the data were gathered with audio/video equipment, transcribed and investigated by qualitative content analysis. The MAXQDA (version 11) for windows was used to analyse the data. The overall findings among others indicated that, the students had some difficulties in transforming between 2D and 3D visualisations. Based on the intervention approaches (SWH and MMS) adopted, the students correctly conceptualised the nomenclature/geometry, isomerism, bonding and colour topics associated with coordination chemistry. Also, the participants could discern the re-arrangement of objects through rotations and transformations of 3D figures into 2D structures on paper and vice versa. Among other issues, it was recommended that the coordination chemistry content at UEW, should be well connected in order to give the students a broader basis for conceptual change through heuristics and modelling skills.
Esia-Donkoh, K., Addai-Mununkum, R., Appianing, J., & Ofosu-Dwamena, E., (2021). Fundamentals of effective teaching: An introductory guide for 21st century educators. Accra: Sprint Publication. . ISBN: 978-9988-3-1779-9
Abstract
At the turn of the 21st Century, teaching is transitioning from its old-time status as a vocation into a dignified rewarding career path. Thus, individuals wanting to become teachers ought to be equipped with the knowledge, skills, values and attitudes that will enhance their professionalism. “Fundamentals of effective teaching” offers this content gap that has long be sought after by novice and experienced teachers alike. It is the product of meticulous writing by experienced professionals who seek to offer the academy a birds-eye view of teaching. Academic knowledge that is transmitted through this book is mediated by the authors’ experiences garnered through years of classroom practice. The content has been carefully chosen to offer a blend of antique and emerging scholarship in pedagogy, a potpourri of resources that every teacher needs. The first chapter, the concept of teaching, discusses some misconceptions about the teaching profession and provides a conceptual understanding of what teaching is all about. Chapter two traces the evolution of the teaching profession in Ghana, and highlights emerging changes and future projections. The third and fourth chapters focus on methods, techniques and strategies of teaching. Chapter five builds on the knowledge in the two preceding chapters to introduce integrated pedagogies. Chapter six focuses on play-based learning, an emerging pedagogy that is valuable for teaching the young and old. In Chapter seven, technical skills of teaching are discussed while in the final chapter, the newly introduced National Teachers’ Standards, the minimum set of standards expected of every teacher in Ghana, is discussed. We welcome teachers and would-be teachers to read, practice, discuss and critique this book. We do not intend it to be a manual for teaching. Rather, we wish that it will ignite passion and offer the needed guidance that will transition a novice into becoming an effective 21st Century teacher.
At the turn of the 21st Century, teaching is transitioning from its old-time status as a vocation into a dignified rewarding career path. Thus, individuals wanting to become teachers ought to be equipped with the knowledge, skills, values and attitudes that will enhance their professionalism. “Fundamentals of effective teaching” offers this content gap that has long be sought after by novice and experienced teachers alike. It is the product of meticulous writing by experienced professionals who seek to offer the academy a birds-eye view of teaching. Academic knowledge that is transmitted through this book is mediated by the authors’ experiences garnered through years of classroom practice. The content has been carefully chosen to offer a blend of antique and emerging scholarship in pedagogy, a potpourri of resources that every teacher needs. The first chapter, the concept of teaching, discusses some misconceptions about the teaching profession and provides a conceptual understanding of what teaching is all about. Chapter two traces the evolution of the teaching profession in Ghana, and highlights emerging changes and future projections. The third and fourth chapters focus on methods, techniques and strategies of teaching. Chapter five builds on the knowledge in the two preceding chapters to introduce integrated pedagogies. Chapter six focuses on play-based learning, an emerging pedagogy that is valuable for teaching the young and old. In Chapter seven, technical skills of teaching are discussed while in the final chapter, the newly introduced National Teachers’ Standards, the minimum set of standards expected of every teacher in Ghana, is discussed. We welcome teachers and would-be teachers to read, practice, discuss and critique this book. We do not intend it to be a manual for teaching. Rather, we wish that it will ignite passion and offer the needed guidance that will transition a novice into becoming an effective 21st Century teacher.
Brako, I. & Asah-Asante, K., (2019). Black Mask History for Primary Schools, Learner's Book 6. Accra: Black Mask Ltd.. . ISBN: 978-9988-8932-5-5
Brako, I. & Asah-Asante, K., (2019). Black Mask History for Primary Schools, Learner's Book 5. Accra: Black Mask Ltd.. . ISBN: 978-9988-8932-4-8
Abstract
Brako, I. & Asah-Asante, K., (2019). Black Mask History for Primary Schools, Learner's Book 4. Accra: Black Mask Ltd.. . ISBN: 978-9988-8932-3-4
Abstract
Brako, I. & Asah-Asante, K., (2019). Black Mask History for Primary Schools, Learner's Book 3. Accra: Black Mask Ltd.. . ISBN: 978-9988-8932-2-4
Abstract
Brako, I. & Asah-Asante, K., (2019). Black Mask History for Primary Schools, Learner's Book 2. Accra: Black Mask Ltd.. . ISBN: 978-9988-8932-1-7
Abstract
Brako, I. & Asah-Asante, K., (2019). Black Mask History for Primary Schools, Learner's Book 1. Accra: Black Mask Ltd.. . ISBN: 978-9988-8932-0-0
Abstract
Danso-Wiredu E. Y., (2019). Our Environment and Us. Ghana in the Global Context.
Abstract
As especially human influences on the natural environment is deepening and changing in all aspects and at a speed difficult to comprehend, both current and past experiences have been blended to illustrate the contents of this book in a bid to improve readers’ appreciation and keep them abreast of the times. Our Environment and Us: Ghana in the Global Context highlights both spatial and temporal constraints on human beings to conceptualize and act swiftly on threats pose by the environment. Globally, there is a wide difference between the lived experiences of the environment between the western and the developing countries. As most developing countries struggle to find their daily sustenance and therefore give no regards to how they are obtained, the Western world has reached a stage that they are usually mindful of how sustenance is used without compromising on environmental sustainability. In order to develop a suitable approach and methodology to the current research, the history of human environment research, and the theoretical context to the scientific research, needs to be understood. The book reveals to the reader the theories, concepts and research that are used to explain the relationship between human beings and their environment.
As especially human influences on the natural environment is deepening and changing in all aspects and at a speed difficult to comprehend, both current and past experiences have been blended to illustrate the contents of this book in a bid to improve readers’ appreciation and keep them abreast of the times. Our Environment and Us: Ghana in the Global Context highlights both spatial and temporal constraints on human beings to conceptualize and act swiftly on threats pose by the environment. Globally, there is a wide difference between the lived experiences of the environment between the western and the developing countries. As most developing countries struggle to find their daily sustenance and therefore give no regards to how they are obtained, the Western world has reached a stage that they are usually mindful of how sustenance is used without compromising on environmental sustainability. In order to develop a suitable approach and methodology to the current research, the history of human environment research, and the theoretical context to the scientific research, needs to be understood. The book reveals to the reader the theories, concepts and research that are used to explain the relationship between human beings and their environment.
Kemevor, A. K. & Essuman, J., (2016). Nation Building; the Role of Photography..
Abstract
