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Amedeker, M. K., (2020). Changing educational policies: Implications for ICT integration in science instruction and performance of students in Ghanaian senior high schools. P. Kommers, A. B. N., Viana, T. Issa, & P. Isaias (Eds.). The 7th International Conference on Educational Technologies 2020 (ICEduTech, 2020). Sao Paulo, Brazil: IADIS Press.
Abstract
Every country’s educational policy directs the implementation and success or otherwise of education outcomes. This study analysed some educational policies of the Ministry of Education of Ghana to determine the current state of use of Information and Communication Technologies (ICTs) in science instruction in Ghanaian senior high schools. Most of the policies aimed at promoting functional learning through use of ICTs. However, the various senior high school science syllabuses are not explicit on the use of ICTs for teaching science. Also ICTs integration in science teaching at the senior high school levels has been constrained by uncoordinated and a flurry of policy implementation procedures. It is recommended that education should be democratised to engage local practitioners.
Every country’s educational policy directs the implementation and success or otherwise of education outcomes. This study analysed some educational policies of the Ministry of Education of Ghana to determine the current state of use of Information and Communication Technologies (ICTs) in science instruction in Ghanaian senior high schools. Most of the policies aimed at promoting functional learning through use of ICTs. However, the various senior high school science syllabuses are not explicit on the use of ICTs for teaching science. Also ICTs integration in science teaching at the senior high school levels has been constrained by uncoordinated and a flurry of policy implementation procedures. It is recommended that education should be democratised to engage local practitioners.
Hanson, R., Twumasi, A. K. & Boi-Doku, A. (2019). Analysis of industrial effluent from some factories in Tema. European Journal of Earth and Environment, 6,
Abstract
This research work analysed the quality of some important physico-chemical parameters of industrial effluents collected from two soap factories (A and B) in the Tema industrial area. In the study, PO4-, NH3, BOD, COD, TSS and turbidity for both factories were high compared to the EPA standards. Measures of NO3-, total hardness, calcium, and chloride, for both factories were below the EPA standard. Alkalinity value for factory A was below the EPA standard while that for factory B was higher. pH value for factory A was within the pH range for EPA while that of factory B was higher. TDS and conductivity for factory A were below the recommended EPA standard while that of factory B was higher. Due to the high amount of PO4-, NH3, and turbidity, eutrophication could occur in the receiving water, thereby affecting aquatic life. The high BOD, COD and TSS contribute to the decrease in oxygen supply in the receiving water which indicates high pollution by organic pollutants. The high alkalinity, TDS, conductivity and pH could contribute to the deformity and death of fishes in the receiving water from especially Factory A. Effluents from both factories were highly polluted in many respects and so EPA audits must be intensified to prevent pollution of water bodies in Ghana.
This research work analysed the quality of some important physico-chemical parameters of industrial effluents collected from two soap factories (A and B) in the Tema industrial area. In the study, PO4-, NH3, BOD, COD, TSS and turbidity for both factories were high compared to the EPA standards. Measures of NO3-, total hardness, calcium, and chloride, for both factories were below the EPA standard. Alkalinity value for factory A was below the EPA standard while that for factory B was higher. pH value for factory A was within the pH range for EPA while that of factory B was higher. TDS and conductivity for factory A were below the recommended EPA standard while that of factory B was higher. Due to the high amount of PO4-, NH3, and turbidity, eutrophication could occur in the receiving water, thereby affecting aquatic life. The high BOD, COD and TSS contribute to the decrease in oxygen supply in the receiving water which indicates high pollution by organic pollutants. The high alkalinity, TDS, conductivity and pH could contribute to the deformity and death of fishes in the receiving water from especially Factory A. Effluents from both factories were highly polluted in many respects and so EPA audits must be intensified to prevent pollution of water bodies in Ghana.
Akayuure, P.
International Conference on Engineering, Science and Mathematics Education. Acapulco Resort and Convention & SPA, Kyrenia, North Cyprus 8-10 November, 2019
Paper presented:
The Spatial Competency of Prospective Teachers to Teach Basic Shape and Space Concepts in Ghanaian Curriculum
Abstract
Teachers’ spatial competency is very critical for the effective teaching of shape and space concepts in the basic mathematics curriculum. However, it seems developing such competency remains a blind spot or implicit in teacher education curriculum in Ghana. Does teacher education provide the spatial thinking skills needed by basic schoolteachers to teach spatial concepts? The study investigated the spatial ability and self-efficacy levels reached by prospective teachers prior to their final-year teaching internship programme at the basic schools. The spatial competencies of 378 final-year prospective teachers from 4 colleges of education in Ghana were measured using spatial orientation and visualization tests, and self-efficacy questionnaire. The two tests were highly reliable with 60% correlation between them. No gender or programme differences existed. The mean achievement in orientation was significantly higher than the visualization test. Findings support the argument for teacher institutions to pay more attention to prospective teachers’ spatial skills development as means of promoting science, technology, engineering and mathematics education.
Teachers’ spatial competency is very critical for the effective teaching of shape and space concepts in the basic mathematics curriculum. However, it seems developing such competency remains a blind spot or implicit in teacher education curriculum in Ghana. Does teacher education provide the spatial thinking skills needed by basic schoolteachers to teach spatial concepts? The study investigated the spatial ability and self-efficacy levels reached by prospective teachers prior to their final-year teaching internship programme at the basic schools. The spatial competencies of 378 final-year prospective teachers from 4 colleges of education in Ghana were measured using spatial orientation and visualization tests, and self-efficacy questionnaire. The two tests were highly reliable with 60% correlation between them. No gender or programme differences existed. The mean achievement in orientation was significantly higher than the visualization test. Findings support the argument for teacher institutions to pay more attention to prospective teachers’ spatial skills development as means of promoting science, technology, engineering and mathematics education.
International Conference on Engineering, Science and Mathematics Education. Acapulco Resort and Convention & SPA, Kyrenia, North Cyprus 8-10 November, 2019
Paper presented:
The Spatial Competency of Prospective Teachers to Teach Basic Shape and Space Concepts in Ghanaian Curriculum
Abstract
Teachers’ spatial competency is very critical for the effective teaching of shape and space concepts in the basic mathematics curriculum. However, it seems developing such competency remains a blind spot or implicit in teacher education curriculum in Ghana. Does teacher education provide the spatial thinking skills needed by basic schoolteachers to teach spatial concepts? The study investigated the spatial ability and self-efficacy levels reached by prospective teachers prior to their final-year teaching internship programme at the basic schools. The spatial competencies of 378 final-year prospective teachers from 4 colleges of education in Ghana were measured using spatial orientation and visualization tests, and self-efficacy questionnaire. The two tests were highly reliable with 60% correlation between them. No gender or programme differences existed. The mean achievement in orientation was significantly higher than the visualization test. Findings support the argument for teacher institutions to pay more attention to prospective teachers’ spatial skills development as means of promoting science, technology, engineering and mathematics education.
Teachers’ spatial competency is very critical for the effective teaching of shape and space concepts in the basic mathematics curriculum. However, it seems developing such competency remains a blind spot or implicit in teacher education curriculum in Ghana. Does teacher education provide the spatial thinking skills needed by basic schoolteachers to teach spatial concepts? The study investigated the spatial ability and self-efficacy levels reached by prospective teachers prior to their final-year teaching internship programme at the basic schools. The spatial competencies of 378 final-year prospective teachers from 4 colleges of education in Ghana were measured using spatial orientation and visualization tests, and self-efficacy questionnaire. The two tests were highly reliable with 60% correlation between them. No gender or programme differences existed. The mean achievement in orientation was significantly higher than the visualization test. Findings support the argument for teacher institutions to pay more attention to prospective teachers’ spatial skills development as means of promoting science, technology, engineering and mathematics education.
Sam, A. (2020). Students' conceptual difficulties of some selected coordination chemistry topics in higher education. International Journal of Innovative Social & Science Education Research, 8,
Abstract
This study assessed the conceptual gains of students of some topics in coordination chemistry. A case study design within the Model of Educational Reconstruction approach was used. The accessible population was all third-year chemistry students in the University of Education, Winneba (UEW)- Ghana with sample size of forty-six (46) students. The study involved students in a class of 9 groups, comprising 5-6 students each over eleven-week period. The students‟ conceptual understanding was assessed in pre-and post-tests through effect size measurements using the Cohen and the Sawilosky's " h‟ parameters. The findings among others showed that students had some conceptual difficulties inthe selected topics in coordination chemistry.
This study assessed the conceptual gains of students of some topics in coordination chemistry. A case study design within the Model of Educational Reconstruction approach was used. The accessible population was all third-year chemistry students in the University of Education, Winneba (UEW)- Ghana with sample size of forty-six (46) students. The study involved students in a class of 9 groups, comprising 5-6 students each over eleven-week period. The students‟ conceptual understanding was assessed in pre-and post-tests through effect size measurements using the Cohen and the Sawilosky's " h‟ parameters. The findings among others showed that students had some conceptual difficulties inthe selected topics in coordination chemistry.
Sedegah, S., Taale, K. D., Sam, A., & Henewa, R. A. (2019). The influence of cooperative learning approach on SHS students' understanding of ionic bonding in integrated science: The case at Adeiso Presby SHS. International Journal of Innovative Social & Science Education Research, 7,
Abstract
The main purpose of this study was to examine the influence of cooperative learning approach on senior high school students’ understanding of ionic bonding in integrated science. The investigation was carried out in Adeiso Presby Senior High School in the Eastern Region of Ghana. The study involved two intact form 2 classes of 85 students and 1 chemistry teacher in the Senior High School. Developmental approach was used in this study. Ionic bonding achievement pretest was administered to the study sample students. The class which obtained higher mean score of 13.52 was designated as control group and the class which obtained lower mean score of 12.35 was designated the experimental group. The prototypes for cooperative learning approach in teaching and learning of ionic bond were developed through four stages before they were implemented in the class of the experimental group. An interactive workshop was organised to discuss the developed prototype materials with the chemistry teacher. The possible advantages and challenges were discussed. During the classroom implementation stage, the teacher taught the experimental group about ionic bonding using the cooperative learning strategy for five weeks. The same teacher taught the control group about ionic bonding using the traditional teaching method. Quantitative data gathering procedures were used to obtain data for the study. The quantitative data involved a pretest and a posttest ionic bonding achievement test items which were reviewed by two chemistry lecturers of the University of Education and one SHS chemistry teacher. The reliability of the pretest and posttest ionic bonding achievement test items was determined after a pilot study, using cronbach alpha. The reliability for the pretest and posttest ionic bonding achievement items was 0.78 and 0.79 respectively. Independent one–tail t-test analysis was performed on both groups. The findings from the study indicated that the experimental group performed better than the control group in the posttest as a result of the cooperative learning strategy applied in teaching the experimental group. Again, the findings showed that the various heterogeneous groupings of mixed ability in the experimental group contributed significantly to the improvement in their performance in the posttest after the implementation of the cooperative learning technique. It is recommended that cooperative learning strategy should be incorporated into the science education curriculum.
The main purpose of this study was to examine the influence of cooperative learning approach on senior high school students’ understanding of ionic bonding in integrated science. The investigation was carried out in Adeiso Presby Senior High School in the Eastern Region of Ghana. The study involved two intact form 2 classes of 85 students and 1 chemistry teacher in the Senior High School. Developmental approach was used in this study. Ionic bonding achievement pretest was administered to the study sample students. The class which obtained higher mean score of 13.52 was designated as control group and the class which obtained lower mean score of 12.35 was designated the experimental group. The prototypes for cooperative learning approach in teaching and learning of ionic bond were developed through four stages before they were implemented in the class of the experimental group. An interactive workshop was organised to discuss the developed prototype materials with the chemistry teacher. The possible advantages and challenges were discussed. During the classroom implementation stage, the teacher taught the experimental group about ionic bonding using the cooperative learning strategy for five weeks. The same teacher taught the control group about ionic bonding using the traditional teaching method. Quantitative data gathering procedures were used to obtain data for the study. The quantitative data involved a pretest and a posttest ionic bonding achievement test items which were reviewed by two chemistry lecturers of the University of Education and one SHS chemistry teacher. The reliability of the pretest and posttest ionic bonding achievement test items was determined after a pilot study, using cronbach alpha. The reliability for the pretest and posttest ionic bonding achievement items was 0.78 and 0.79 respectively. Independent one–tail t-test analysis was performed on both groups. The findings from the study indicated that the experimental group performed better than the control group in the posttest as a result of the cooperative learning strategy applied in teaching the experimental group. Again, the findings showed that the various heterogeneous groupings of mixed ability in the experimental group contributed significantly to the improvement in their performance in the posttest after the implementation of the cooperative learning technique. It is recommended that cooperative learning strategy should be incorporated into the science education curriculum.
Hanson, R. & Sam, A. (2019). Unearthing pre-tertiary students' reasoning patterns about elements, mixtures and compounds. Australian Journal of Chemistry Education, ,
Abstract
This study examined pre-tertiary students’ reasoning patterns about the structure of matter after they received concept-based instruction. The one-group, pre-test, post-test, and delayed-post-test design was employed to assess participants’ understanding before, immediately after, and weeks after the instruction, using particulate representations of matter onworksheets. A focus group interview was applied for corroboration. Data were analysed on the appropriateness of scientific reasoning. Findings showed that the concept-based instruction promoted the development of scientific understanding about the nature of matter, which hitherto was idiosyncratic. Authentic concepts must be introduced in engaging ways for long-lasting concretisation and application.
This study examined pre-tertiary students’ reasoning patterns about the structure of matter after they received concept-based instruction. The one-group, pre-test, post-test, and delayed-post-test design was employed to assess participants’ understanding before, immediately after, and weeks after the instruction, using particulate representations of matter onworksheets. A focus group interview was applied for corroboration. Data were analysed on the appropriateness of scientific reasoning. Findings showed that the concept-based instruction promoted the development of scientific understanding about the nature of matter, which hitherto was idiosyncratic. Authentic concepts must be introduced in engaging ways for long-lasting concretisation and application.
Sam, A; Eminah, J. K.; Hanson, R. & Raheem, K (2019). Introducing metal-ligand geometries through science writing heuristics and modelling and modelling skills in higher education. European Journal of Basic and Applied Sciences, 6,
Abstract
This study investigated the efficacy of using Science Writing Heuristics (SWH) and Modelling and Modelling Skills (MMS) by students to predict the geometries of metal complexes. A case study design within the Model of Educational Reconstruction approach was used. The accessible population were all third-year chemistry students in the University of Education, Winneba (UEW)-Ghana with sample size of twenty-nine (29) students. The study involved students in a class of 5 groups, comprising 5-6 students each over eleven-week period. The findings among others, showed that students were able to understand, use and draw metal isomeric structures correctly because they were aided by the interventional strategies (SWH & MMS) adopted during the study.
This study investigated the efficacy of using Science Writing Heuristics (SWH) and Modelling and Modelling Skills (MMS) by students to predict the geometries of metal complexes. A case study design within the Model of Educational Reconstruction approach was used. The accessible population were all third-year chemistry students in the University of Education, Winneba (UEW)-Ghana with sample size of twenty-nine (29) students. The study involved students in a class of 5 groups, comprising 5-6 students each over eleven-week period. The findings among others, showed that students were able to understand, use and draw metal isomeric structures correctly because they were aided by the interventional strategies (SWH & MMS) adopted during the study.
Hanson, R. (2020). Chemistry teachers' interpretation of some students' alternative conceptions- A pilot study. African Journal of Chemical Education, 10,
Abstract
Chemistry education researchers have shown growing interest in the strategies that teachers employ to diagnose students’ prior knowledge and attempt remediation, where necessary, as most concepts in chemistry look abstract. The ways in which Ghanaian teachers identify and address their students’ alternative conceptions, especially in the study of chemical equilibrium, was explored on a pilot basis through the use of face-to-face, telephone and email procedures. The outcome was compared with what other researchers in other countries had identified through various means. Trainees whose responses were not clear in their e-mail responses were interviewed through telephone and personal interactions. Eleven Ghanaian chemistry instructors from various parts of the country, who were on an eight-week summer sandwich education programme, participated in the study. Data gathered revealed that majority of the participating teachers were aware of their students’ prior conceptions and often had no difficulty diagnosing them but were unaware of all the possible sources of misconceptions nor how to address the root causes of persistent misconceptions. Their non-interactive treatment strategies for the identified misconceptions in their schools were varied, unauthentic and not deep-seated. As many as four common remediation processes were identified for use. On the basis of these findings, it is recommended that the study of students’ misconceptions and some of the appropriate and authentic resolution strategies be incorporated into teacher training curricular. [African Journal of Chemical Education—AJCE 10(1), January 2020]
Chemistry education researchers have shown growing interest in the strategies that teachers employ to diagnose students’ prior knowledge and attempt remediation, where necessary, as most concepts in chemistry look abstract. The ways in which Ghanaian teachers identify and address their students’ alternative conceptions, especially in the study of chemical equilibrium, was explored on a pilot basis through the use of face-to-face, telephone and email procedures. The outcome was compared with what other researchers in other countries had identified through various means. Trainees whose responses were not clear in their e-mail responses were interviewed through telephone and personal interactions. Eleven Ghanaian chemistry instructors from various parts of the country, who were on an eight-week summer sandwich education programme, participated in the study. Data gathered revealed that majority of the participating teachers were aware of their students’ prior conceptions and often had no difficulty diagnosing them but were unaware of all the possible sources of misconceptions nor how to address the root causes of persistent misconceptions. Their non-interactive treatment strategies for the identified misconceptions in their schools were varied, unauthentic and not deep-seated. As many as four common remediation processes were identified for use. On the basis of these findings, it is recommended that the study of students’ misconceptions and some of the appropriate and authentic resolution strategies be incorporated into teacher training curricular. [African Journal of Chemical Education—AJCE 10(1), January 2020]
Boi-Doku, A., Twumasi-Ankrah, K., & Hanson, R. (2019). Interpretation of inclusive education practices in science at a basic school. African Journal of Educational Studies in Mathematics and Sciences, 15,
Abstract
The research was a case study designed to investigate inclusive education practices in a science class at a Basic School in Winneba, Ghana where inclusive education is practiced as in all ten regions. The sample for the study consisted of one head teacher, a science teacher, three interpreters and one resource teacher from the Basic School. The main instruments used for data collection were questionnaires, informal interviews and observations. Findings showed that the teacher and interpreters both prepared for science classes having the special needs in mind. However, about half of the respondents, upon interaction with them, demonstrated that they earnestly did not have the expertise to organise inclusive science classes. Team preparation and teaching was highly practised for support. It was recommended that they use multi-media technologies, attend teacher development programmes, and use their limited teaching resources to augment their teaching skills as they are mostly not used. Since the study was conducted in only one inclusive school, the findings may not be for generalisation.
The research was a case study designed to investigate inclusive education practices in a science class at a Basic School in Winneba, Ghana where inclusive education is practiced as in all ten regions. The sample for the study consisted of one head teacher, a science teacher, three interpreters and one resource teacher from the Basic School. The main instruments used for data collection were questionnaires, informal interviews and observations. Findings showed that the teacher and interpreters both prepared for science classes having the special needs in mind. However, about half of the respondents, upon interaction with them, demonstrated that they earnestly did not have the expertise to organise inclusive science classes. Team preparation and teaching was highly practised for support. It was recommended that they use multi-media technologies, attend teacher development programmes, and use their limited teaching resources to augment their teaching skills as they are mostly not used. Since the study was conducted in only one inclusive school, the findings may not be for generalisation.
