Search R&P Entries
Agbeko, D. T., Yale, J. & Hanson, R. (2023). Science tutors' knowledge of differentiated instruction in colleges of education in Volta region, Ghana. Journal for Research in Applied Sciences, 2,
Abstract
The purpose of the study was to explore science tutors’ knowledge of differentiated instruction in the Colleges of Education in the Volta Region of Ghana. The study employed sequential explanatory design. The participants were 32 science tutors from Colleges of Education in the Volta Region of Ghana, who were purposively selected on the basis of having direct instructional contacts with students all the time and their teaching experiences within and outside colleges. Questionnaire, Rating Scale and Interview were used to collect data. It was found that science tutors have different knowledge on content, learning style, learner interest, learner diversity, process, product and lesson planning. The findings also revealed that majority (80%) of science tutors who did not differentiate instruction in their classrooms have the knowledge of differentiated instruction but their failure to make use of DI was due to scarcity of time, complex nature of DI, high level of workload. The results also revealed that, majority (80%) of the science tutors did not use their assessment feedback to guide their instruction. These science tutors said marking schemes were always given to the students for self-correction. The results from classroom observation showed that these tutors do not teach to meet the diverse needs of learners. Majority of the participants still hold to traditional classroom teaching strategies based on one size-fits-all approach which proved to be ineffective. The study recommended that mentoring universities should organize workshops on the differentiated instructional for tutors and mount course in DI for student teachers.
The purpose of the study was to explore science tutors’ knowledge of differentiated instruction in the Colleges of Education in the Volta Region of Ghana. The study employed sequential explanatory design. The participants were 32 science tutors from Colleges of Education in the Volta Region of Ghana, who were purposively selected on the basis of having direct instructional contacts with students all the time and their teaching experiences within and outside colleges. Questionnaire, Rating Scale and Interview were used to collect data. It was found that science tutors have different knowledge on content, learning style, learner interest, learner diversity, process, product and lesson planning. The findings also revealed that majority (80%) of science tutors who did not differentiate instruction in their classrooms have the knowledge of differentiated instruction but their failure to make use of DI was due to scarcity of time, complex nature of DI, high level of workload. The results also revealed that, majority (80%) of the science tutors did not use their assessment feedback to guide their instruction. These science tutors said marking schemes were always given to the students for self-correction. The results from classroom observation showed that these tutors do not teach to meet the diverse needs of learners. Majority of the participants still hold to traditional classroom teaching strategies based on one size-fits-all approach which proved to be ineffective. The study recommended that mentoring universities should organize workshops on the differentiated instructional for tutors and mount course in DI for student teachers.
Hanson, R. & Hanson, C. (2022). Catching learners early in humanitarianism and sustainable principles through chemistry.. In Y. Koumpouros, A. Georgoulas & G. Kremmyda Modern Challenges and Approaches to Humanitarian Engineering. Greece: IGI Global.
Abstract
The purpose of this chapter is to describe a possible best practice to teaching chemistry from a humanitarian engineering perspective. The interest in teaching chemistry by focusing on humanitarian engineering arises from the economic and environmental concerns that the country of this study faces, some of which are poverty, climatic changes, food crisis, inadequate healthcare, water crisis, and pollution. As an educator, there is an interest in educating future generations to be able to cope with environmental changes that face their countries and the world at large. This exposition of a possible new approach with appropriate pedagogies that is presented here may be an answer that underdeveloped, developed, and
emergent economies may adopt to close the gap between themselves and other industrialised nations.
Hanson, R. (2014). The impact and challenges of integrating micro chemistry experiments into e-learning. International Journal of Cross-Disciplinary Subjects in Education, 4,
Abstract
The impact of technology on society is as old as the emergence of radios televisions and telephones. Technology has spread from our homes to schools, workplaces, grocery shops and wherever human presence can be found in broader and more complex dimensions now. It is therefore important that educational institutions formally and consciously integrate innovative technology into modern day teaching. Some of the innovations could be in harnessing technology to solve the problem of large class size and nonavailability of science equipment in less resourced institutions and deprived communities. This study reports on the views and experiences of teacher-trainees in an undergraduate course, who participated in a hybrid online course integrated with micro chemistry equipment activities. In this study, Micro Chemistry Equipment (MCE) was distributed to 78 online chemistry teacher-trainees to enable them perform activities that accompanied their online curriculum materials at their convenience. The study was design-based research which used triangulation procedures involving achievement tests, observations, questionnaires and semi-structured interviews to gather data for the analysis of the effectiveness of integrated MCE in an online course. The results of the study indicated a massive improvement in teacher-trainees’ responses to chemistry concept-based questions in analytical chemistry. The study informed that supporting online chemistry learning with appropriate resources enhance conceptual understanding. The teacher- trainees also learned new ways of designing and conducting chemistry practical work as an added benefit from their participation in the study.
The impact of technology on society is as old as the emergence of radios televisions and telephones. Technology has spread from our homes to schools, workplaces, grocery shops and wherever human presence can be found in broader and more complex dimensions now. It is therefore important that educational institutions formally and consciously integrate innovative technology into modern day teaching. Some of the innovations could be in harnessing technology to solve the problem of large class size and nonavailability of science equipment in less resourced institutions and deprived communities. This study reports on the views and experiences of teacher-trainees in an undergraduate course, who participated in a hybrid online course integrated with micro chemistry equipment activities. In this study, Micro Chemistry Equipment (MCE) was distributed to 78 online chemistry teacher-trainees to enable them perform activities that accompanied their online curriculum materials at their convenience. The study was design-based research which used triangulation procedures involving achievement tests, observations, questionnaires and semi-structured interviews to gather data for the analysis of the effectiveness of integrated MCE in an online course. The results of the study indicated a massive improvement in teacher-trainees’ responses to chemistry concept-based questions in analytical chemistry. The study informed that supporting online chemistry learning with appropriate resources enhance conceptual understanding. The teacher- trainees also learned new ways of designing and conducting chemistry practical work as an added benefit from their participation in the study.
Hanson, R. (2016). ing an Embedded Conceptual Strategy to Enhance Students’ Understanding of Le Chatelier’s Summation of Some Stress Factors on Equilibrium Position. International Journal of Cross-Disciplinary Subjects in Education, 7,
Abstract
The study aimed to employ small scale science activities to demonstrate and enhance the idea of reversibility of chemical changes in closed systems during chemical equilibrium at the microscopic level among 115 integrated science students. The activities implemented were based on an embedded conceptual change approach. The research tools consisted of two SSS activities on closed systems in equilibrium. Pre- and post-intervention assessments on chemical equilibrium, 2 SSSE-CBA activities, an observation schedule and a questionnaire enabled the collection of data. The intervention activities lasted for a total of 2 hours in two separate one-hour sessions. Paired samples t-test analysis after the intervention and post-assessment revealed that the mean scores of the post-concept assessment (7.94) was statistically higher than that of the pre-concept assessment (4.33) at a significance level of 0.05. Prior to the intervention most students held naïve conceptions about the dynamism of closed systems in equilibrium. However, after the concept-embedded intervention, they gave logical and vivid expressions about systems in equilibrium and how they were affected by external stress, as intimated by Le Chatelier. The results indicated that this intervention could enhance students’ conceptual understanding of chemical equilibrium and enable them to create mental models.
The study aimed to employ small scale science activities to demonstrate and enhance the idea of reversibility of chemical changes in closed systems during chemical equilibrium at the microscopic level among 115 integrated science students. The activities implemented were based on an embedded conceptual change approach. The research tools consisted of two SSS activities on closed systems in equilibrium. Pre- and post-intervention assessments on chemical equilibrium, 2 SSSE-CBA activities, an observation schedule and a questionnaire enabled the collection of data. The intervention activities lasted for a total of 2 hours in two separate one-hour sessions. Paired samples t-test analysis after the intervention and post-assessment revealed that the mean scores of the post-concept assessment (7.94) was statistically higher than that of the pre-concept assessment (4.33) at a significance level of 0.05. Prior to the intervention most students held naïve conceptions about the dynamism of closed systems in equilibrium. However, after the concept-embedded intervention, they gave logical and vivid expressions about systems in equilibrium and how they were affected by external stress, as intimated by Le Chatelier. The results indicated that this intervention could enhance students’ conceptual understanding of chemical equilibrium and enable them to create mental models.
Hanson, R. (2017). Unearthing conceptions about types of chemical bonding through the use of tiered worksheets – A case study. International Journal for Cross-Disciplinary Subjects in Education, 8,
Abstract
The use of tiered worksheets and interpretive procedures to find out teacher trainees’ conceptions about basic types of chemical bonds are presented in this paper. The research was carried out with 71 first year Chemistry education teacher trainees purposely sampled from two teaching universities. Their answers were analysed in order to understand their knowledge structures about chemical bonding. Results from the activity indicated that more than 88% of the chemistry education teacher trainees had some misconceptions about chemical bonding, which stemmed from their idiosyncratic interpretations about the nature of matter. The requirement for justification of answers which was embedded in the second tier unearthed these misconceptions. Some suggestions were made for other effective teaching approaches to enhance the trainees’ conceptual understanding of chemical bonds
The use of tiered worksheets and interpretive procedures to find out teacher trainees’ conceptions about basic types of chemical bonds are presented in this paper. The research was carried out with 71 first year Chemistry education teacher trainees purposely sampled from two teaching universities. Their answers were analysed in order to understand their knowledge structures about chemical bonding. Results from the activity indicated that more than 88% of the chemistry education teacher trainees had some misconceptions about chemical bonding, which stemmed from their idiosyncratic interpretations about the nature of matter. The requirement for justification of answers which was embedded in the second tier unearthed these misconceptions. Some suggestions were made for other effective teaching approaches to enhance the trainees’ conceptual understanding of chemical bonds
Hanson, R. (2018). Teacher trainees’ interpretations of chemical stability and chemical reactivity. International Journal for Coss-Disciplinary Subjects in Education, 9,
Abstract
his paper reveals teacher trainees’ over-reliance on the octet model. It assesses the nature and possible origins of these conceptions. One hundred and thirty-eight teacher trainees in a teaching university, who were purposely selected, participated in this case study. Instruments used in gathering data were worksheets and focus group interviews. Data obtained were analysed quantitatively and qualitatively. Records of the interviews were transcribed after thematic descriptions. Findings showed that majority of the trainees relied heavily on the full shell concept model, which they imbibed from teachers, and so confused the chemical reactivity framework with that of chemical stability. This led them to pay attention to irrelevant features to the negligence of other authentic reasons in their assigned task. The octet model also led the trainees to reduce the relevant number of propositions that they could have considered as possibilities in differentiating between models. These findings will add to existing knowledge among the science learning community as they are relevant to educators interested in conceptual development and students’ learning progressions. Remediation was recommended to enable the trainees to form proper mental models of the concept of chemical stability and its application through innovative constructivist teaching strategies.
his paper reveals teacher trainees’ over-reliance on the octet model. It assesses the nature and possible origins of these conceptions. One hundred and thirty-eight teacher trainees in a teaching university, who were purposely selected, participated in this case study. Instruments used in gathering data were worksheets and focus group interviews. Data obtained were analysed quantitatively and qualitatively. Records of the interviews were transcribed after thematic descriptions. Findings showed that majority of the trainees relied heavily on the full shell concept model, which they imbibed from teachers, and so confused the chemical reactivity framework with that of chemical stability. This led them to pay attention to irrelevant features to the negligence of other authentic reasons in their assigned task. The octet model also led the trainees to reduce the relevant number of propositions that they could have considered as possibilities in differentiating between models. These findings will add to existing knowledge among the science learning community as they are relevant to educators interested in conceptual development and students’ learning progressions. Remediation was recommended to enable the trainees to form proper mental models of the concept of chemical stability and its application through innovative constructivist teaching strategies.
Hanson, R. (2020). How gener-friendly constructivist approaches facilitate the development of STEM skills. International Journal for Cross-Disciplinary Subjects in Education, 11,
Abstract
Students tend to perform well in free space learning environments as they are able to put forth ideas that teachers can harness. This study reviewed an integrated STEM constructivist, gender-friendly style that enabled the implementation of students’ ideas, transformation of learning environments, instruction, and assessment procedures into meaningful events for lifelong skills among 103 students, 39 of whom were females, in a qualitative case study design that employed the action research approach with interpretive undertones. It used the theoretical framework of phenomenography. The main question that guided the study was to find out about the outcome of integrated STEM constructivist, gender-friendly strategies in lessons and how it affected STEM concept formation and cognitive gains. Tools that were used to gather data were real-world concept-based micro projects and microscience activities. Guided conversations were employed to triangulate data. It was found that it was possible to integrate gender constructivist strategies into lessons to enhance participants’ STEM skills acquisition and conceptual gains, especially among females.
Students tend to perform well in free space learning environments as they are able to put forth ideas that teachers can harness. This study reviewed an integrated STEM constructivist, gender-friendly style that enabled the implementation of students’ ideas, transformation of learning environments, instruction, and assessment procedures into meaningful events for lifelong skills among 103 students, 39 of whom were females, in a qualitative case study design that employed the action research approach with interpretive undertones. It used the theoretical framework of phenomenography. The main question that guided the study was to find out about the outcome of integrated STEM constructivist, gender-friendly strategies in lessons and how it affected STEM concept formation and cognitive gains. Tools that were used to gather data were real-world concept-based micro projects and microscience activities. Guided conversations were employed to triangulate data. It was found that it was possible to integrate gender constructivist strategies into lessons to enhance participants’ STEM skills acquisition and conceptual gains, especially among females.
Hanson, R. & Hanson, C.
Canada International Conference on Education, 2023. Residence and Conference Centre, Toronto, Canada 26-28 June, 2023
Paper presented:
Chemistry in the midst of humanitarian challenges
Abstract
Chemistry education holistically integrates science and society so that knowledge is constructed and owned in a pragmatic manner for sustenance of the ecosystem. In an attempt to institutionalise chemical concepts and drives of humanitarian actions for sustenance, the role of chemistry and technology has been emphasized. These laudable intentions and achievements have resulted in degradation of the environment as pollutants from chemical production and use end up in the ecosystem. These have led to climate change, food crisis, financial crisis, poverty, water scarcity, poor health, migration and urbanization, thereby creating conditions for humanitarian challenges. A pragmatic way of exposing students to real life experiences in a safe, fun-filled environment, with simple, cost-effective, but appropriate resources would be presented so that chemistry would be seen not only as an integral part of everyday life, but for sustainability of the environment, and mitigation of humanitarian challenges in a meaningful manner.
Chemistry education holistically integrates science and society so that knowledge is constructed and owned in a pragmatic manner for sustenance of the ecosystem. In an attempt to institutionalise chemical concepts and drives of humanitarian actions for sustenance, the role of chemistry and technology has been emphasized. These laudable intentions and achievements have resulted in degradation of the environment as pollutants from chemical production and use end up in the ecosystem. These have led to climate change, food crisis, financial crisis, poverty, water scarcity, poor health, migration and urbanization, thereby creating conditions for humanitarian challenges. A pragmatic way of exposing students to real life experiences in a safe, fun-filled environment, with simple, cost-effective, but appropriate resources would be presented so that chemistry would be seen not only as an integral part of everyday life, but for sustainability of the environment, and mitigation of humanitarian challenges in a meaningful manner.
Baah, A., Yaayin, B. & Hanson, R. (2023). Multi residue analysis of systemic pesticide in cocoa beans from some farms in the Western North region, Ghana. Food and Public Health, 13,
Abstract
Multi-residue concentrations of systemic pesticides were analysed in cocoa beans sampled from the Western North region. This study's main objectives were to determine whether it was safe to consume cocoa products from the Western North Region by evaluating the residue concentrations of 11 systemic insecticides, 16 systemic fungicides, and 10 systemic herbicides in the sampled cocoa beans and comparing those concentrations to the European Union's Maximum Residue Limit (MRL) for cocoa beans. Ten cocoa farms and ten villages were selected by purposive sampling and simple random sampling respectively, from five Municipal and District Assemblies (MDAs) in the Western North Region. The sampled cocoa beans were examined using a QuEChERS Method MRM by LC-MS/MS that had been partially modified. 37 active compounds were examined. Only one pesticide, pirimiphos-methyl, was found, and its residue level of 0.01 mg/kg was within the EU's MRL for cocoa beans. All of the examined cocoa beans did not contain the other 36 pesticide residues. This suggests that cocoa beans from the Western North Region are of high quality, free of pesticide residues, and hence safe to eat because they provide no health risks to consumers. Additionally, the Region's cocoa sector will not be threatened by the export of cocoa beans to Europe as there were no pesticide residue concentrations exceeding the set MRL
Multi-residue concentrations of systemic pesticides were analysed in cocoa beans sampled from the Western North region. This study's main objectives were to determine whether it was safe to consume cocoa products from the Western North Region by evaluating the residue concentrations of 11 systemic insecticides, 16 systemic fungicides, and 10 systemic herbicides in the sampled cocoa beans and comparing those concentrations to the European Union's Maximum Residue Limit (MRL) for cocoa beans. Ten cocoa farms and ten villages were selected by purposive sampling and simple random sampling respectively, from five Municipal and District Assemblies (MDAs) in the Western North Region. The sampled cocoa beans were examined using a QuEChERS Method MRM by LC-MS/MS that had been partially modified. 37 active compounds were examined. Only one pesticide, pirimiphos-methyl, was found, and its residue level of 0.01 mg/kg was within the EU's MRL for cocoa beans. All of the examined cocoa beans did not contain the other 36 pesticide residues. This suggests that cocoa beans from the Western North Region are of high quality, free of pesticide residues, and hence safe to eat because they provide no health risks to consumers. Additionally, the Region's cocoa sector will not be threatened by the export of cocoa beans to Europe as there were no pesticide residue concentrations exceeding the set MRL
Hanson, R. (2022). Integrating the Natural and Social Sciences in a Ghanaian University: An Idea for Curriculum Orientation. International Journal for Infonomics, 15,
Abstract
The time has come for the natural and social scientists to integrate their disciplines for the acquisition of skills to solve real life challenges. This study was premised on the belief that the principles of systems thinking, humanitarianism, sustainability, security, and love, which feature prominently in the social sciences could be integrated into the natural sciences. The underlying theory for a possible approach was considered to be the social constructivist theory, as it could transform learners’ ideas about the intersection of natural and social sciences in an active, motivating, collaborative, and non-discriminatory manner. An instrument used to gather data on this idea was a semi-structured guided conversation. Data gathered was interpreted qualitatively. Findings showed that the process to transform the teaching of natural and social sciences was feasible to enable learners to acquire transferrable and concept skills for lifelong living. Participants became aware of the possibility of applying scientific knowledge to solve some humanitarian challenges. They observed that the integration would enable the development of attributes such as love for each other and the environment, tolerance, patience, critical thinking, reflective and analytical skills, if the proposition is considered for curricula implementation. The conversations corroborated findings from other studies that perceived that science integrated in the social sciences and vice versa was feasible. It was concluded that, exposing Ghanaian students to real life experiences in a safe environment through chemical and social principles could make them appreciate the chemistry concepts in the social sciences, and vice versa, for a better world.
The time has come for the natural and social scientists to integrate their disciplines for the acquisition of skills to solve real life challenges. This study was premised on the belief that the principles of systems thinking, humanitarianism, sustainability, security, and love, which feature prominently in the social sciences could be integrated into the natural sciences. The underlying theory for a possible approach was considered to be the social constructivist theory, as it could transform learners’ ideas about the intersection of natural and social sciences in an active, motivating, collaborative, and non-discriminatory manner. An instrument used to gather data on this idea was a semi-structured guided conversation. Data gathered was interpreted qualitatively. Findings showed that the process to transform the teaching of natural and social sciences was feasible to enable learners to acquire transferrable and concept skills for lifelong living. Participants became aware of the possibility of applying scientific knowledge to solve some humanitarian challenges. They observed that the integration would enable the development of attributes such as love for each other and the environment, tolerance, patience, critical thinking, reflective and analytical skills, if the proposition is considered for curricula implementation. The conversations corroborated findings from other studies that perceived that science integrated in the social sciences and vice versa was feasible. It was concluded that, exposing Ghanaian students to real life experiences in a safe environment through chemical and social principles could make them appreciate the chemistry concepts in the social sciences, and vice versa, for a better world.
