Search R&P Entries
Quayson, C., Kwarteng, T. A., Koranteng, E. & Hanson, R. (2022). Chemistry Teacher Trainees’ use of Molecular Models in Learning Spiro and Bicyclic Compounds. Science Educaton International, 33,
Abstract
The study diagnosed chemistry teacher trainees’ difficulties in naming and writing structures of spiro and bicyclic compounds. The case study design was conducted in a constructivist environment to enhance chemistry teacher trainees’ ability to construct, represent, and interpret the structural formulae of spiro and bicyclic compounds. Purposive sampling technique was employed to select 126 1st-year chemistry teacher trainees from University of Education, Winneba for the study. The results revealed that chemistry teacher trainees had difficulties in naming and writing structural formulae of spiro and bicyclic compounds. However, through the effective use of molecular model kits in teaching naming and writing structures of spiro and bicyclic compounds, these chemistry teacher trainees became conscious of IUPAC rules for naming and writing spiro and other cyclic compounds. A test conducted indicated that a statistical significance difference existed between students’ performance before the implementation of the intervention and after the intervention. It is recommended that chemistry teachers should adopt the use of molecular model kits in teaching concepts of organic nomenclature.
The study diagnosed chemistry teacher trainees’ difficulties in naming and writing structures of spiro and bicyclic compounds. The case study design was conducted in a constructivist environment to enhance chemistry teacher trainees’ ability to construct, represent, and interpret the structural formulae of spiro and bicyclic compounds. Purposive sampling technique was employed to select 126 1st-year chemistry teacher trainees from University of Education, Winneba for the study. The results revealed that chemistry teacher trainees had difficulties in naming and writing structural formulae of spiro and bicyclic compounds. However, through the effective use of molecular model kits in teaching naming and writing structures of spiro and bicyclic compounds, these chemistry teacher trainees became conscious of IUPAC rules for naming and writing spiro and other cyclic compounds. A test conducted indicated that a statistical significance difference existed between students’ performance before the implementation of the intervention and after the intervention. It is recommended that chemistry teachers should adopt the use of molecular model kits in teaching concepts of organic nomenclature.
Hanson, R. & Hanson, C. (2023). A better world through the integration of sustainability and humanitarianism in chemistry education. In C. A. Shoniregun, V. Argyropoulos & M. A. Plummer Inclusive education and lifelong learning. UK: Infonomics Society.
Abstract
This chapter describes an approach to introduce and teach the concepts of sustainability and humanitarianism as emerging paradigms in a teacher training institution within a discourse on other researchers’ views. The interest in teaching chemistry by focusing on concepts for sustainable development and humanitarianism stems from environmental concerns with plastic wastes, illegal logging, illegal mining, and land degradation, that the country of this researcher is faced with. As educators, we are interested in educating future generations so that they can cope with environmental challenges that their country and other nations face. The microscale
approach could be one way out that most developing and emergent economies need to close the gap in acquiring scientific knowledge in an ecologically acceptable manner to save existing spheres and posterity.
Hanson, R. & Hanson, C. (2023). Exploring the possibility of embedded and humanitarian principles into chemical studies from a systems thinking approach. International Journal for Cross-Disciplinary Subjects in Education, 14,
Abstract
The laudable intent of science and industrialization for the ease, long life and comfort of humans has resulted in degradation of the ecosystem as pollutants from chemical production and their use end up in the ecosystem and exert detrimental effects on systems. This damaging effect has translated into climate change, food crisis, financial crisis, poverty, water scarcity, poor health, war, injustice, migration and urbanization, and other humanitarian challenges. A sustainable and humanitarian solution must be found to mitigate the existing and subsequent challenges. A possible solution could be through the development of sustainability- and humanitarian-literate citizens through chemical education. To explore this possibility, 31 preservice graduate teachers were engaged in a case study where they developed solutions to real life environmental challenges in a safe, fun-filled environment, with simple, cost-effective equipment from a systems thinking stance. Data was gathered through questionnaire, inter-rated observation schedule, semi-structured interviews and lab reports. Findings indicated that it was feasible to embed sustainability and humanitarian principles through a systems thinking approach to inculcate into preservice teachers the need to protect our ecosystem for posterity through chemical studies.
The laudable intent of science and industrialization for the ease, long life and comfort of humans has resulted in degradation of the ecosystem as pollutants from chemical production and their use end up in the ecosystem and exert detrimental effects on systems. This damaging effect has translated into climate change, food crisis, financial crisis, poverty, water scarcity, poor health, war, injustice, migration and urbanization, and other humanitarian challenges. A sustainable and humanitarian solution must be found to mitigate the existing and subsequent challenges. A possible solution could be through the development of sustainability- and humanitarian-literate citizens through chemical education. To explore this possibility, 31 preservice graduate teachers were engaged in a case study where they developed solutions to real life environmental challenges in a safe, fun-filled environment, with simple, cost-effective equipment from a systems thinking stance. Data was gathered through questionnaire, inter-rated observation schedule, semi-structured interviews and lab reports. Findings indicated that it was feasible to embed sustainability and humanitarian principles through a systems thinking approach to inculcate into preservice teachers the need to protect our ecosystem for posterity through chemical studies.
Nartey, E., Koranteng, E., Oppong, E. K. & Hanson, R. (2024). Analysis of undergraduate chemistry students' responses to substitution reaction mechanisms: a road to mastery. Chemistry Teacher International, ,
Abstract
This study analyzed third-year undergraduate Chemistry major students’ drawings and written explanations of substitution reactions. Seventy (70) students were purposively selected for this study. The main data collection instrument was a diagnostic test and students’ responses were analyzed using deductive coding. The study aimed to unearth students’ conceptual understanding and difficulties on substitution reactions to provide significant insights into improving teaching strategies and learning outcomes. The findings revealed that:1. Students were more familiar with SN2 reaction mechanisms and could answer questions on SN2 reaction mechanisms better than SN1 reaction mechanisms; 2. Students’ use of ‘chemical vocabulary’ did not translate into an understanding of electron movement and causal mechanistic explanation; 3. About 97 % of the students who gave a correct/partially correct description provided a description of what was happening in the reaction without any further explanation of why the reaction occurred; 4. Students had a slightly better understanding of drawing the correct mechanisms than providing accurate explanations. This study recommends that, in teaching organic reaction mechanisms, instructors should emphasize on electron-pushing formalisms and explain how and why reactions occur to encourage mechanistic thinking in students. Also, students should be given ample practice in organic reaction mechanisms to improve mastery.
This study analyzed third-year undergraduate Chemistry major students’ drawings and written explanations of substitution reactions. Seventy (70) students were purposively selected for this study. The main data collection instrument was a diagnostic test and students’ responses were analyzed using deductive coding. The study aimed to unearth students’ conceptual understanding and difficulties on substitution reactions to provide significant insights into improving teaching strategies and learning outcomes. The findings revealed that:1. Students were more familiar with SN2 reaction mechanisms and could answer questions on SN2 reaction mechanisms better than SN1 reaction mechanisms; 2. Students’ use of ‘chemical vocabulary’ did not translate into an understanding of electron movement and causal mechanistic explanation; 3. About 97 % of the students who gave a correct/partially correct description provided a description of what was happening in the reaction without any further explanation of why the reaction occurred; 4. Students had a slightly better understanding of drawing the correct mechanisms than providing accurate explanations. This study recommends that, in teaching organic reaction mechanisms, instructors should emphasize on electron-pushing formalisms and explain how and why reactions occur to encourage mechanistic thinking in students. Also, students should be given ample practice in organic reaction mechanisms to improve mastery.
Ankudze B., & Samlafo, B.V (2022). Repeated Use of Cyperus esculentus Tubers, Towards Sustainable Green Synthesis of Silver Nanoparticles. BioNanoScience, 12,
Abstract
For green synthesis to be a sustainable approach for preparing nanoparticles, efforts must go into the search of methods that can guarantee effective and efficient use of bio resources. Most conventional approaches require fresh bio-reducing and stabilizing agents for every synthesis cycle. This study demonstrates that Cyperus esculentus tubers can serve as efficient bio-reducing and stabilizing agents’ source for multiple syntheses of silver nanoparticles. The simple approach for extracting reducing agent from Cyperus esculentus tubers reported in this study offers the possibility to reuse the tubers for multiple syntheses. Reductants from Cyperus esculentus were obtained by soaking the tubers in deionized water for 24 hours, without the need of crushing. Addition of silver ions to the extract resulted in a rapid formation of silver nanoparticles. Effects of sunlight exposure, temperature, and pH on the formation of silver nanoparticles were studied. Silver nanoparticles were obtained in seconds under sunlight exposure, minutes at basic conditions, and hours under room and elevated temperatures. In addition, the Cyperus esculentus tubers could be used multiple times for the preparation of silver nanoparticles, thus serving as a sustainable bio reducing and stabilizing agents’ source for the preparation of silver nanoparticles. The results from this study offers a simple, convenient, and economical approach for sustainable green synthesis of silver nanoparticles.
For green synthesis to be a sustainable approach for preparing nanoparticles, efforts must go into the search of methods that can guarantee effective and efficient use of bio resources. Most conventional approaches require fresh bio-reducing and stabilizing agents for every synthesis cycle. This study demonstrates that Cyperus esculentus tubers can serve as efficient bio-reducing and stabilizing agents’ source for multiple syntheses of silver nanoparticles. The simple approach for extracting reducing agent from Cyperus esculentus tubers reported in this study offers the possibility to reuse the tubers for multiple syntheses. Reductants from Cyperus esculentus were obtained by soaking the tubers in deionized water for 24 hours, without the need of crushing. Addition of silver ions to the extract resulted in a rapid formation of silver nanoparticles. Effects of sunlight exposure, temperature, and pH on the formation of silver nanoparticles were studied. Silver nanoparticles were obtained in seconds under sunlight exposure, minutes at basic conditions, and hours under room and elevated temperatures. In addition, the Cyperus esculentus tubers could be used multiple times for the preparation of silver nanoparticles, thus serving as a sustainable bio reducing and stabilizing agents’ source for the preparation of silver nanoparticles. The results from this study offers a simple, convenient, and economical approach for sustainable green synthesis of silver nanoparticles.
Amedeker, M. K. (2022). Simple pendulum experiment: Angular approximation revisited. European Journal of Education and Pedagogy, 3,
Abstract
The acceleration of free fall should be realised by students as dependent on one’s location rather than as a constant in all locations. Thus, there is no one way of determining g in the laboratory. For ease of science teaching it is important to let students know that one may not need to use small angular displacement of the pendulum bob in order to obtain g to an accuracy of three significant figures, comparable to, for example, the universally acceptable value of g = 9.81 metre per second squared in London. A simple mathematical derivation enabled the determination of g = 9.93 metre per second squared, which was 1.2 % higher than the universally accepted value. Keywords: Angular Displacement, Free Fall, Gravity, Pendulum, Period
The acceleration of free fall should be realised by students as dependent on one’s location rather than as a constant in all locations. Thus, there is no one way of determining g in the laboratory. For ease of science teaching it is important to let students know that one may not need to use small angular displacement of the pendulum bob in order to obtain g to an accuracy of three significant figures, comparable to, for example, the universally acceptable value of g = 9.81 metre per second squared in London. A simple mathematical derivation enabled the determination of g = 9.93 metre per second squared, which was 1.2 % higher than the universally accepted value. Keywords: Angular Displacement, Free Fall, Gravity, Pendulum, Period
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.
Twumasi, A. K., Hanson, R., Sam, A., Quayson, C., & Nartey, E. (2021). Teacher trainees’ alternative conceptions about intermolecular forces. International Journal of Innovative Science and Technology, 6,
Abstract
The study assessed the alternative conceptions that first-year teacher trainees have about intermolecular forces. Descriptive research design was adopted to examine the current situation as it exist. The sample involved 82 first-year chemistry major teacher trainees in the University of Education, Winneba. Purposively sampling technique was used to select students for the study. This is because most of them performed poorly in a pre-assessment test organised for them. Test was the main instrument for data collection. Simple percentages was used to analyse the data. The results indicated that 26% and 37% of the teacher trainees had alternative conceptions on Ion –dipole interaction and London dispersion forces, respectively. Also, more than 50% of the teacher trainees demonstrated alternative conceptions on hydrogen bonding. Some alternative conceptions identified in this study included: interactions between oppositely charged species give ionic bonds, London dispersion force occurs within a single molecule rather than between molecules, Covalent –ionic interaction is the major intermolecular force that exists in different I2 molecules, and the perception that any molecule which contains ‘O’ and ‘H’ forms hydrogen bonding irrespective of their position in the molecule (especially with organic structures used in the study). Another was that Hydrogen bonding only exists between ‘O’ and ‘H’ but not between N-H and F-H. It is recommended that science educators should develop appropriate interventions to improve students learning in intermolecular forces. Keywords:- Intermolecular Forces, Alternative Conceptions, Hydrogen Bonding, London Dispersion Forces.
The study assessed the alternative conceptions that first-year teacher trainees have about intermolecular forces. Descriptive research design was adopted to examine the current situation as it exist. The sample involved 82 first-year chemistry major teacher trainees in the University of Education, Winneba. Purposively sampling technique was used to select students for the study. This is because most of them performed poorly in a pre-assessment test organised for them. Test was the main instrument for data collection. Simple percentages was used to analyse the data. The results indicated that 26% and 37% of the teacher trainees had alternative conceptions on Ion –dipole interaction and London dispersion forces, respectively. Also, more than 50% of the teacher trainees demonstrated alternative conceptions on hydrogen bonding. Some alternative conceptions identified in this study included: interactions between oppositely charged species give ionic bonds, London dispersion force occurs within a single molecule rather than between molecules, Covalent –ionic interaction is the major intermolecular force that exists in different I2 molecules, and the perception that any molecule which contains ‘O’ and ‘H’ forms hydrogen bonding irrespective of their position in the molecule (especially with organic structures used in the study). Another was that Hydrogen bonding only exists between ‘O’ and ‘H’ but not between N-H and F-H. It is recommended that science educators should develop appropriate interventions to improve students learning in intermolecular forces. Keywords:- Intermolecular Forces, Alternative Conceptions, Hydrogen Bonding, London Dispersion Forces.
Sam, A. & Duncan, B (2022). Assessment of human specimen heavy metals of some selected e-waste miners in Ghana. Elixir Pollution, 162,
Abstract
The purpose of this study was to assess the heavy metals in blood and urine samples of some selected electronic miners (e-miners) in Accra-Ghana. An assessment of heavy metal concentrations in exposed workers is essential in order to monitor and reveal the impact of these metals on human health. Fifty (50) samples of human blood and urine were taken to the laboratory and stored at 4°C until digestion and analysis processes. The results obtained showed that, generally, respondents had more amounts of Cu in their urine (Mean = 0.1844, SD = 0.1245), Cr (Mean = 3.373, SD = 0.8229) in their blood. The study concluded that there is the need for immediate intervention by government and stakeholders for the sake of the community and environment at large. Based on the findings it was recommended immediate government intervention in terms of controlling and regulating the activities of the metal scrap miners with regards to both means of collection and disposal/burning. Further, NGOs, corporate organisation and individuals with the necessary resources can provide capacity training for the elderly involved with such trades. Finally, the capacity of the metal scrap recycling plant has to be enlarged or more of such plants should be built by the government.
The purpose of this study was to assess the heavy metals in blood and urine samples of some selected electronic miners (e-miners) in Accra-Ghana. An assessment of heavy metal concentrations in exposed workers is essential in order to monitor and reveal the impact of these metals on human health. Fifty (50) samples of human blood and urine were taken to the laboratory and stored at 4°C until digestion and analysis processes. The results obtained showed that, generally, respondents had more amounts of Cu in their urine (Mean = 0.1844, SD = 0.1245), Cr (Mean = 3.373, SD = 0.8229) in their blood. The study concluded that there is the need for immediate intervention by government and stakeholders for the sake of the community and environment at large. Based on the findings it was recommended immediate government intervention in terms of controlling and regulating the activities of the metal scrap miners with regards to both means of collection and disposal/burning. Further, NGOs, corporate organisation and individuals with the necessary resources can provide capacity training for the elderly involved with such trades. Finally, the capacity of the metal scrap recycling plant has to be enlarged or more of such plants should be built by the government.
1. Adjei, F., Hanson, R., Sam, A., & Sedegah, S. (2022). The use of collaborative approaches on students’ performance in redox reactions. Science Educational International, 33,
Abstract
This study investigated the use of collaborative instructional approaches on form two science students’ performance in redox reactions. The sample for this study consisted of 106 science students from Winneba Senior High School in Ghana. The sample was selected from two intact classes in the school. After a pre-test organized for both classes, the class with the lower average score was assigned as the experimental group and the other class assigned the control group. Interviews, questionnaires, and tests were used as the main instruments to collect data for the study. The reliability of the questionnaire, pre-test, and post-test items which were determined using Cronbach alpha ranged from 0.76 to 0.80. A collaborative learning text-oriented instruction was applied in teaching the experimental group whereas conventional approach was used in teaching the control group. It was also found that a number of the students who took part in the study had wrong notions about redox reactions. The findings showed that there was a significant difference in performance between the experimental and control groups. The experimental group performed better in the post-test than the control group. It is recommended that chemistry teachers in Ghana should employ the collaborative learning approach in teaching chemistry to enhance the students’ learning. KEY WORDS: Collaborative instructional approaches; collaborative learning approach; redox reactions; text-oriented instruction
This study investigated the use of collaborative instructional approaches on form two science students’ performance in redox reactions. The sample for this study consisted of 106 science students from Winneba Senior High School in Ghana. The sample was selected from two intact classes in the school. After a pre-test organized for both classes, the class with the lower average score was assigned as the experimental group and the other class assigned the control group. Interviews, questionnaires, and tests were used as the main instruments to collect data for the study. The reliability of the questionnaire, pre-test, and post-test items which were determined using Cronbach alpha ranged from 0.76 to 0.80. A collaborative learning text-oriented instruction was applied in teaching the experimental group whereas conventional approach was used in teaching the control group. It was also found that a number of the students who took part in the study had wrong notions about redox reactions. The findings showed that there was a significant difference in performance between the experimental and control groups. The experimental group performed better in the post-test than the control group. It is recommended that chemistry teachers in Ghana should employ the collaborative learning approach in teaching chemistry to enhance the students’ learning. KEY WORDS: Collaborative instructional approaches; collaborative learning approach; redox reactions; text-oriented instruction
