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Hanson, R. (2019). The impact of two-tier instruments on undergraduate chemistry teacher trainees: An illuminative assessment. International Journal for Infonomics, 12,
Abstract
Research has it that diagnostic tools lead to better teaching and learning strategies as teachers are able to unearth students’ deep-seated learning challenges. An illuminative assessment approach was therefore employed to assess how two-tier diagnostic assessments that are alleged to possess inherent capacities to diagnose students’ learning difficulties impacted on Ghanaian undergraduate teacher trainees. The obtained results were interpreted within an epistemological framework. Findings indicated that two-tier diagnostic instruments, were effective in revealing learners’ conceptual misunderstandings in inorganic chemistry. As many as 43 alternative conceptions were uncovered through the use of diagnostic assessments. These findings would give chemistry teachers an insight into some students’ naïve conceptions and add up to existing knowledge about students’ learning difficulties as well as how teachers can recognise them.
Research has it that diagnostic tools lead to better teaching and learning strategies as teachers are able to unearth students’ deep-seated learning challenges. An illuminative assessment approach was therefore employed to assess how two-tier diagnostic assessments that are alleged to possess inherent capacities to diagnose students’ learning difficulties impacted on Ghanaian undergraduate teacher trainees. The obtained results were interpreted within an epistemological framework. Findings indicated that two-tier diagnostic instruments, were effective in revealing learners’ conceptual misunderstandings in inorganic chemistry. As many as 43 alternative conceptions were uncovered through the use of diagnostic assessments. These findings would give chemistry teachers an insight into some students’ naïve conceptions and add up to existing knowledge about students’ learning difficulties as well as how teachers can recognise them.
Hanson, R. & Kutorglo, E. (2019). The use of a digital learning system for developing pedagogical skills- Ideas for research-based practice. Journal of Information Technologies and Lifelong Learning, 2,
Abstract
This study involved five postgraduate teacher trainees at the University of Education (UEW), Ghana, who were on a summer programme. A Moodle Learning Management System, videos and micro teaching sessions were employed to provide and equip the teacher trainees with the needed pedagogical skills, while questionnaires, WhatsApp social media platform, and interviews were used to collect data to evaluate whether a digital learning system could provide learners with enhanced interaction modes to improve their pedagogical skills. Results indicated that the digital learning system increased student-teacher interaction, student-student interaction and equipped the trainees with requisite pedagogical skills for professional development. An identified problem was lack of stable internet connectivity which was initiated mostly by power outages at the time of this research, but could be salvaged, with improvement in power supply. Recommendations for further improvement are suggested.
This study involved five postgraduate teacher trainees at the University of Education (UEW), Ghana, who were on a summer programme. A Moodle Learning Management System, videos and micro teaching sessions were employed to provide and equip the teacher trainees with the needed pedagogical skills, while questionnaires, WhatsApp social media platform, and interviews were used to collect data to evaluate whether a digital learning system could provide learners with enhanced interaction modes to improve their pedagogical skills. Results indicated that the digital learning system increased student-teacher interaction, student-student interaction and equipped the trainees with requisite pedagogical skills for professional development. An identified problem was lack of stable internet connectivity which was initiated mostly by power outages at the time of this research, but could be salvaged, with improvement in power supply. Recommendations for further improvement are suggested.
Hanson, R. (2020). Designing E-content for teaching basic analytical chemistry in higher education: A baseline study. Science Education International, 31,
Abstract
This study developed an e-resource for six topics and six activities for CHE 242 that could be implemented through the hybrid learning approach. The research employed the analysis, design, development, implementation, and evaluation model but particularly focused on the analysis phase only, in this study. One hundred and two students who enrolled in semester 1 of the 2016/2017 academic year chemistry major class participated in the study. The instrument for data collection was the basic analytical chemistry concept test. The results from the test showed that the participants were weak in answering conversion factor, computational, and stoichiometric problems. They also had challenges with fundamental conceptual problems such as understanding and applying principles about limiting reactants, percentage yield, and chemical reactions. These observed weaknesses were noted to be incorporated into building an e-content that would ensure that students have adequate electronic or online practice to overcome their challenges in learning basic analytical chemical concepts. KEY WORDS: analysis, design, development, implementation, and evaluation model; analytical chemistry; hybrid learning; information and communication technology
This study developed an e-resource for six topics and six activities for CHE 242 that could be implemented through the hybrid learning approach. The research employed the analysis, design, development, implementation, and evaluation model but particularly focused on the analysis phase only, in this study. One hundred and two students who enrolled in semester 1 of the 2016/2017 academic year chemistry major class participated in the study. The instrument for data collection was the basic analytical chemistry concept test. The results from the test showed that the participants were weak in answering conversion factor, computational, and stoichiometric problems. They also had challenges with fundamental conceptual problems such as understanding and applying principles about limiting reactants, percentage yield, and chemical reactions. These observed weaknesses were noted to be incorporated into building an e-content that would ensure that students have adequate electronic or online practice to overcome their challenges in learning basic analytical chemical concepts. KEY WORDS: analysis, design, development, implementation, and evaluation model; analytical chemistry; hybrid learning; information and communication technology
Hanson, R. & Sam, A. (2019). Unearthing pre-tertiary students' reasoning patterns about elements, mixtures and compounds. Australian Journal of Education in Chemistry, 77,
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 on worksheets. 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. Keywords: conceptual understanding, compound, element, mixture, particulate matter, pre-tertiary
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 on worksheets. 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. Keywords: conceptual understanding, compound, element, mixture, particulate matter, pre-tertiary
Hanson, R. (2020). USING ACTIVITY WORKSHEETS TO REMEDIATE PRE-SERVICE TEACHERS’ ALTERNATIVE CONCEPTIONS ABOUT WORD EQUATIONS. Canadian Journal of Action Research, 20,
Abstract
Worksheets hold the potential for providing active learning environments. This study describes the use of worksheet activities based on alternative concepts from a two-tiered diagnostic assessment on chemical phenomena to remediate 37 first year non-major chemistry pre-service teachers’ alternative conceptions about word chemical equations in a Ghanaian institution. The instruments for data collection were tiered assessments and group learning conversations. The action research approach employed both qualitative and quantitative methods. Weaknesses in trainees’ reasoning patterns were identified and remediated. A paired sample t-test showed significant differences in participants’ conceptions before and after using the worksheets while the transcribed, analysed, and interpreted group learning conversation results corroborated the quantitative results. Implications for developing and using engaging and appropriate teaching strategies are offered. KEYWORDS: Action research; Word chemical equations; Worksheets
Worksheets hold the potential for providing active learning environments. This study describes the use of worksheet activities based on alternative concepts from a two-tiered diagnostic assessment on chemical phenomena to remediate 37 first year non-major chemistry pre-service teachers’ alternative conceptions about word chemical equations in a Ghanaian institution. The instruments for data collection were tiered assessments and group learning conversations. The action research approach employed both qualitative and quantitative methods. Weaknesses in trainees’ reasoning patterns were identified and remediated. A paired sample t-test showed significant differences in participants’ conceptions before and after using the worksheets while the transcribed, analysed, and interpreted group learning conversation results corroborated the quantitative results. Implications for developing and using engaging and appropriate teaching strategies are offered. KEYWORDS: Action research; Word chemical equations; Worksheets
Hanson, R.
Canada International Conference on Education (CICE-2019). University of Toronto, Missisauga, Ontario, Canada 25th -28th June, 2019
Paper presented:
An illuminative evaluation of the impact of two-tier diagnostic instruments on undergraduate chemistry teacher trainees’ conceptions
Abstract
Tiered diagnostic tools enable learners’ conceptual challenges to be unearthed. They have been used in recent times to facilitate better teaching and learning strategies to offset identified teaching and learning barriers. This study illuminatively evaluated the impact of two-tier tools in diagnosing the conceptual problems of 118 undergraduate teacher trainees. The results were interpreted within an epistemological framework. The outcome of the review was that tiered diagnostic instruments, though difficult to construct, were effective in unveiling learners’ conceptual challenges in inorganic chemistry. As many as 19 alternative conceptions were unearthed for three topics in six semesters, which otherwise would have been lost on the teacher trainees and their lecturers. These findings would contribute towards the chemistry learning community and add up to existing knowledge.
Tiered diagnostic tools enable learners’ conceptual challenges to be unearthed. They have been used in recent times to facilitate better teaching and learning strategies to offset identified teaching and learning barriers. This study illuminatively evaluated the impact of two-tier tools in diagnosing the conceptual problems of 118 undergraduate teacher trainees. The results were interpreted within an epistemological framework. The outcome of the review was that tiered diagnostic instruments, though difficult to construct, were effective in unveiling learners’ conceptual challenges in inorganic chemistry. As many as 19 alternative conceptions were unearthed for three topics in six semesters, which otherwise would have been lost on the teacher trainees and their lecturers. These findings would contribute towards the chemistry learning community and add up to existing knowledge.
Hanson, R.
Chemistry Education Research and Practice Gordon Research Conference. Bates College in Lewiston, ME United States June 16, 2019 - June 21, 2019
Paper presented:
Situating hands-on and minds-on activities in contemporary times to promote chemistry education and conceptual gain
Abstract
This study, sought to introduce simple, less costly, robust equipment and activities, that promote and foster constructivist pedagogies, to enable an intact class of 78 teacher trainees form their own authentic concepts through fun-filled, engaging social interactions. Data were collected by means of a two-tier diagnostic assessment in a constructivist classroom environment. Questionnaires, semi-structured interviews, and observation schedules were employed to triangulate obtained data and evaluate acquired learning skills. From the study, it was found that the new hands-on and minds-on approach enhanced the acquisition of many learning skills, environmental awareness, and subsequently concept formation. The implication here is that, the new constructivist approach has the potential to change the way chemistry is taught in a more pragmatic, interactive, simple, fun, and engaging ways to facilitate conceptual understanding of chemistry for sustainability and further innovations in STEM development. Keywords: Concepts, constructivism, hands-on activities, minds-on activities, microscience
This study, sought to introduce simple, less costly, robust equipment and activities, that promote and foster constructivist pedagogies, to enable an intact class of 78 teacher trainees form their own authentic concepts through fun-filled, engaging social interactions. Data were collected by means of a two-tier diagnostic assessment in a constructivist classroom environment. Questionnaires, semi-structured interviews, and observation schedules were employed to triangulate obtained data and evaluate acquired learning skills. From the study, it was found that the new hands-on and minds-on approach enhanced the acquisition of many learning skills, environmental awareness, and subsequently concept formation. The implication here is that, the new constructivist approach has the potential to change the way chemistry is taught in a more pragmatic, interactive, simple, fun, and engaging ways to facilitate conceptual understanding of chemistry for sustainability and further innovations in STEM development. Keywords: Concepts, constructivism, hands-on activities, minds-on activities, microscience
Hanson, R., Twumasi, A. K.; & Boi-Doku, A. (2019). Analysis of indistrial effluents 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. Keywords: BOD, COD, Industrial Effluent, Physico-Chemical, TDS, TSS, Water Pollution
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. Keywords: BOD, COD, Industrial Effluent, Physico-Chemical, TDS, TSS, Water Pollution
Twumasi, A.K, Samlafo, B.V, & Addo Glover, M.G
18th International Conference on Industrial Chemistry & Water Treatment. Vancouver, British Columbia, Canada 26th-27th April, 2019
Paper presented:
ASSESSMENT OF DOMESTIC WATER QUALITY SUPPLIED TO HOUSEHOLDS IN THE EFFUTU MUNICIPALITY, GHANA
Abstract
The quality of domestic water supplied to households in the Effutu Municipality was evaluated using twenty-two physicochemical parameters. Pearson rank correlation coefficient and an independent one-tailed student t-test were used to analyse the results. Except for colour, no significant statistical differences were observed between the samples from the headworks (HW) and the households. The correlation between the headworks (Hw) and household in terms of the other parameters varied from 0.99-1.0. Generally, water samples from both the Hw and the households were potable by WHO standards. However, the presence of total coliform ranging from 10.0 cfu/100.0mL at V7 (Pupils) to 489.25 cfu/100.0 mL at V1 (Roman school) and faecal coliform of 0.75 cfu/100.0 mL at V8 (New Winneba) to 20.50 cfu/100.0 mL at V4 (Junction) in some household samples were of much concern as these levels have a high tendency to compromise the health status of consumers. Occasional breaks in pipelines and water rationing were found to be some of the causes of external waters infiltrating into the distribution systems. Passing pipelines through gutters and illegal connections by individuals should be discouraged by Ghana Water Company (GWC) Ltd. Key Words: physicochemical, Effutu Municipality, headworks, household, Ayensu river, domestic, Winneba.
The quality of domestic water supplied to households in the Effutu Municipality was evaluated using twenty-two physicochemical parameters. Pearson rank correlation coefficient and an independent one-tailed student t-test were used to analyse the results. Except for colour, no significant statistical differences were observed between the samples from the headworks (HW) and the households. The correlation between the headworks (Hw) and household in terms of the other parameters varied from 0.99-1.0. Generally, water samples from both the Hw and the households were potable by WHO standards. However, the presence of total coliform ranging from 10.0 cfu/100.0mL at V7 (Pupils) to 489.25 cfu/100.0 mL at V1 (Roman school) and faecal coliform of 0.75 cfu/100.0 mL at V8 (New Winneba) to 20.50 cfu/100.0 mL at V4 (Junction) in some household samples were of much concern as these levels have a high tendency to compromise the health status of consumers. Occasional breaks in pipelines and water rationing were found to be some of the causes of external waters infiltrating into the distribution systems. Passing pipelines through gutters and illegal connections by individuals should be discouraged by Ghana Water Company (GWC) Ltd. Key Words: physicochemical, Effutu Municipality, headworks, household, Ayensu river, domestic, Winneba.
Mak-Mensah, E., Sam, A., & Hanson, R. (2018). Using cooperative learning to enhance pupils’ understanding about the solar system in the Agortime-Ziope District of Ghana. European Journal of Basic and Applied Sciences, 5,
Abstract
Cooperative learning is the instructional use of small groups of learners so that they work together to maximize their own and each other’s learning. This study investigated the use of cooperative learning to enhance the performance of upper primary pupils in science. A mixed method approach with a quasi-experimental design was used. The access population was upper primary pupils from Kortsrala and Takuve D/A primary schools in the Agortime-Ziope district of the Volta region of Ghana with a sample size of 32 pupils. The sample was divided into experimental and control group with each group consisting of sixteen pupils. A pre-test administered at the beginning of the study, showed that both groups had about the same entry point. The experimental group was taught using the cooperative learning method while the control group was taught using the old-fashioned way of teaching. At the end of the four weeks treatment, both groups were post-tested. A whole class interview session was conducted with the experimental group after the post test. Post-test results showed that pupils taught with the cooperative learning approach exhibited high academic performance and thus prove that cooperative learning enhances pupil’s own understanding of concepts. It also showed that using collaborative techniques such as paired or group modeling go further than simply motivating students through other verbal, coercive and independent (individual) work approaches. Keywords: Concepts, cooperative learning, primary school, pupils, solar system.
Cooperative learning is the instructional use of small groups of learners so that they work together to maximize their own and each other’s learning. This study investigated the use of cooperative learning to enhance the performance of upper primary pupils in science. A mixed method approach with a quasi-experimental design was used. The access population was upper primary pupils from Kortsrala and Takuve D/A primary schools in the Agortime-Ziope district of the Volta region of Ghana with a sample size of 32 pupils. The sample was divided into experimental and control group with each group consisting of sixteen pupils. A pre-test administered at the beginning of the study, showed that both groups had about the same entry point. The experimental group was taught using the cooperative learning method while the control group was taught using the old-fashioned way of teaching. At the end of the four weeks treatment, both groups were post-tested. A whole class interview session was conducted with the experimental group after the post test. Post-test results showed that pupils taught with the cooperative learning approach exhibited high academic performance and thus prove that cooperative learning enhances pupil’s own understanding of concepts. It also showed that using collaborative techniques such as paired or group modeling go further than simply motivating students through other verbal, coercive and independent (individual) work approaches. Keywords: Concepts, cooperative learning, primary school, pupils, solar system.
