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Hanson, R (2017). Using activity worksheets to unearth 10th grade students' perceptions about word chemical equations. Turkish Online Journal of Educational Technology, 2,
Abstract
An in-depth constructivist and interpretive study was carried out with 31 students from a Ghanaian High School over a period of three weeks in order to elicit their interpretations, concerns, and constructions of word equations. This was a qualitative research to generate, analyse, and interpret data from individual narratives and translate ideas belonging to a community to represent discourses of that community. Results indicated that psychological, cognitive and language issues affected students’ conception. Their capacity to reason was linked to both concept, structure and strategies for presenting analysis.
An in-depth constructivist and interpretive study was carried out with 31 students from a Ghanaian High School over a period of three weeks in order to elicit their interpretations, concerns, and constructions of word equations. This was a qualitative research to generate, analyse, and interpret data from individual narratives and translate ideas belonging to a community to represent discourses of that community. Results indicated that psychological, cognitive and language issues affected students’ conception. Their capacity to reason was linked to both concept, structure and strategies for presenting analysis.
Samlafo, B.V and Ofoe, E.O (2018). Water Quality Analysis of Bobobo Stream, in Tarkwa, Ghana. World Environment, 8,
Abstract
The fitness of Bobobo stream for domestic use was evaluated with an established and vigorous water quality index (WQI), adapted for the stream under study. Nine physicochemical parameters which are life-threatening in water, were used to compute the WQI. These parameters were pH, dissolved oxygen, sulphates, nitrates, chlorides, total dissolved solids, total suspended solids, total alkalinity and total hardness. The evaluated WQI was 57.13, which was within poor drinking water category. Consequently, the water needs to be treated to make it potable. Government and mining companies in the area need to improve their social interventions by always providing potable water to the people in the catchment area especially during water crisis. Keywords :Bobobo stream, Mining, Water quality index, Tarkwa, Fitness, Human health
The fitness of Bobobo stream for domestic use was evaluated with an established and vigorous water quality index (WQI), adapted for the stream under study. Nine physicochemical parameters which are life-threatening in water, were used to compute the WQI. These parameters were pH, dissolved oxygen, sulphates, nitrates, chlorides, total dissolved solids, total suspended solids, total alkalinity and total hardness. The evaluated WQI was 57.13, which was within poor drinking water category. Consequently, the water needs to be treated to make it potable. Government and mining companies in the area need to improve their social interventions by always providing potable water to the people in the catchment area especially during water crisis. Keywords :Bobobo stream, Mining, Water quality index, Tarkwa, Fitness, Human health
Asante, J. N. & Hanson, R,, (2017). Construction and integration of ICT into distance education. TOJET IETC, ITEC 2017 Proceeding Book,
Abstract
ABSTRACT Integrating Information and Communication Technology into teaching has become the norm of the century due to the influx of electronic gadgets, massification, inadequate traditional equipment and learning space. This study focused on the guidelines necessary for the construction and integration of a traditional course onto a web-based platform for distance learners who were engaged with an e-platform. The distance learners indicated that the elearning mode helped them in acquiring more skills in the use of technology; and more importantly giving them the opportunity to study while working. Though Faculty expressed their views on how their expertise to design and develop courses using instructional design principles were enhanced, they still battled with time to construct the e courses. It was recommended that research into perceptions of Faculty about new technologies in teaching and learning could provide useful ideas into changing academic roles and inform institutional policy on online education and staff development. An example of an integration plan was attached. Keywords: Distance education, design guidelines, ICT integration, moodle.
ABSTRACT Integrating Information and Communication Technology into teaching has become the norm of the century due to the influx of electronic gadgets, massification, inadequate traditional equipment and learning space. This study focused on the guidelines necessary for the construction and integration of a traditional course onto a web-based platform for distance learners who were engaged with an e-platform. The distance learners indicated that the elearning mode helped them in acquiring more skills in the use of technology; and more importantly giving them the opportunity to study while working. Though Faculty expressed their views on how their expertise to design and develop courses using instructional design principles were enhanced, they still battled with time to construct the e courses. It was recommended that research into perceptions of Faculty about new technologies in teaching and learning could provide useful ideas into changing academic roles and inform institutional policy on online education and staff development. An example of an integration plan was attached. Keywords: Distance education, design guidelines, ICT integration, moodle.
Twumasi, A. K. & Hanson, R. (2018). Assessment of hands-on activities on students' achievement and attitude towards chemical bonding. International Journal of Innovative Research & Development, 7,
Abstract
The study assessed the efficacy of hands-on activities on students’ academic achievement and attitude in learning ionic and covalent bonds in a senior high and a technical school in Ghana. The sample size for the study was 30 and comprised of 22 males and 8 females who were purposely sampled for the study. The main instruments used to collect data were tests, interviews and questionnaire. The various hands-on activities employed included writing Lewis dot structures, drawing diagrams for ionic bonds and covalent bonds, tug of war, modelling with ball and sticks as well as calculation of electronegativity differences. Statistical analyses showed that students scored significantly higher scores (t = -6.32; p < 0.05) in the post-test than in the pretest. Also, a gain of 3.83 was obtained for the post test over the mean score of the pre–test. This confirmed that the treatment strategy significantly improved students’ performance in learning chemical bonding through the interactive hands-on activities. The study also revealed that hands-on learning increased students’ interest to read chemistry, facilitated understanding and recall of chemical concepts, made lesson more exciting and led to positive motivational outcomes. Furthermore, the activities engaged students, made them critical thinkers, and enhanced their learning skills. Key words: Academic achievement, covalent bond, Hands-on activities, ionic bond
The study assessed the efficacy of hands-on activities on students’ academic achievement and attitude in learning ionic and covalent bonds in a senior high and a technical school in Ghana. The sample size for the study was 30 and comprised of 22 males and 8 females who were purposely sampled for the study. The main instruments used to collect data were tests, interviews and questionnaire. The various hands-on activities employed included writing Lewis dot structures, drawing diagrams for ionic bonds and covalent bonds, tug of war, modelling with ball and sticks as well as calculation of electronegativity differences. Statistical analyses showed that students scored significantly higher scores (t = -6.32; p < 0.05) in the post-test than in the pretest. Also, a gain of 3.83 was obtained for the post test over the mean score of the pre–test. This confirmed that the treatment strategy significantly improved students’ performance in learning chemical bonding through the interactive hands-on activities. The study also revealed that hands-on learning increased students’ interest to read chemistry, facilitated understanding and recall of chemical concepts, made lesson more exciting and led to positive motivational outcomes. Furthermore, the activities engaged students, made them critical thinkers, and enhanced their learning skills. Key words: Academic achievement, covalent bond, Hands-on activities, ionic bond
Hanson, R.
International Teacher Education Conference. Harvard University, Boston, Massachussetts, U.S.A August 16-19, 2017
Paper presented:
Using activity worksheets to unearth 10th grade students’ perceptions about word chemical equations
Abstract
An in-depth constructivist and interpretive study was carried out with 31 students from a Ghanaian High School over a period of three weeks in order to elicit their interpretations, concerns, and constructions of word equations. This was a qualitative research to generate, analyse, and interpret data from individual narratives and translate ideas belonging to a community to represent discourses of that community. Results indicated that psychological, cognitive and language issues affected students’ conception. Their capacity to reason was linked to both concept, structure and strategies for presenting analysis.
An in-depth constructivist and interpretive study was carried out with 31 students from a Ghanaian High School over a period of three weeks in order to elicit their interpretations, concerns, and constructions of word equations. This was a qualitative research to generate, analyse, and interpret data from individual narratives and translate ideas belonging to a community to represent discourses of that community. Results indicated that psychological, cognitive and language issues affected students’ conception. Their capacity to reason was linked to both concept, structure and strategies for presenting analysis.
Hanson, R., (2017). Assessing the potential of worksheets as a tool for revealing teacher trainees' conceptions about chemical bondsconceptions. C. A. Shoniregun & G. A. Akmayeva Canada International Conference on Education (CICE-2017). UK: Infonomics Society.
Abstract
The conceptions held by undergraduate teacher trainees about basic types of chemical bonds are investigated in this paper. The research was carried out with 95 first year Chemistry education teacher trainees purposely chosen from two teacher training institutions. Participants worked on worksheets which showed figures of compounds with different kinds of chemical bonds after which their answers were scored and interpreted in order to understand the possible reasons behind their choices. Results from the activity indicated that more than 80% of the chemistry education trainees had vernacular and conceptual misconceptions about basic chemical bonding, which stemmed from their environment, text books and teachers. Some suggestions were made for more effective teaching approaches to enhance teacher trainees’ conceptual understanding of chemical bonds.
The conceptions held by undergraduate teacher trainees about basic types of chemical bonds are investigated in this paper. The research was carried out with 95 first year Chemistry education teacher trainees purposely chosen from two teacher training institutions. Participants worked on worksheets which showed figures of compounds with different kinds of chemical bonds after which their answers were scored and interpreted in order to understand the possible reasons behind their choices. Results from the activity indicated that more than 80% of the chemistry education trainees had vernacular and conceptual misconceptions about basic chemical bonding, which stemmed from their environment, text books and teachers. Some suggestions were made for more effective teaching approaches to enhance teacher trainees’ conceptual understanding of chemical bonds.
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 (IJCDSE), 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.
Canada International Conference on Education (CICE-2017) Edited By Charles A. Shoniregun Galyna A. Akmayeva Collated By Holly Green Glen Potter CICE ©. University of Toronto, Mississauga, Ontario, Canada June 26-29, 2017
Paper presented:
Assessing the potential of worksheets as a tool for revealing teacher trainees' conceptions about chemical bonds
Abstract
The conceptions held by undergraduate teacher trainees about basic types of chemical bonds are investigated in this paper. The research was carried out with 95 first year Chemistry education teacher trainees purposely chosen from two teacher training institutions. Participants worked on worksheets which showed figures of compounds with different kinds of chemical bonds after which their answers were scored and interpreted in order to understand the possible reasons behind their choices. Results from the activity indicated that more than 80% of the chemistry education trainees had vernacular and conceptual misconceptions about basic chemical bonding, which stemmed from their environment, text books and teachers. Some suggestions were made for more effective teaching approaches to enhance teacher trainees’ conceptual understanding of chemical bonds.
The conceptions held by undergraduate teacher trainees about basic types of chemical bonds are investigated in this paper. The research was carried out with 95 first year Chemistry education teacher trainees purposely chosen from two teacher training institutions. Participants worked on worksheets which showed figures of compounds with different kinds of chemical bonds after which their answers were scored and interpreted in order to understand the possible reasons behind their choices. Results from the activity indicated that more than 80% of the chemistry education trainees had vernacular and conceptual misconceptions about basic chemical bonding, which stemmed from their environment, text books and teachers. Some suggestions were made for more effective teaching approaches to enhance teacher trainees’ conceptual understanding of chemical bonds.
Hanson, R.
Canada International Conference on Education (CICE-2017) Edited By Charles A. Shoniregun Galyna A. Akmayeva Collated By Holly Green Glen Potter CICE ©. University of Toronto, Mississauga, Ontario, Canada June 26-29, 2017
Paper presented:
Assessing the potential of worksheets as a tool for revealing teacher trainees' conceptions about chemical bonds
Abstract
The conceptions held by undergraduate teacher trainees about basic types of chemical bonds are investigated in this paper. The research was carried out with 95 first year Chemistry education teacher trainees purposely chosen from two teacher training institutions. Participants worked on worksheets which showed figures of compounds with different kinds of chemical bonds after which their answers were scored and interpreted in order to understand the possible reasons behind their choices. Results from the activity indicated that more than 80% of the chemistry education trainees had vernacular and conceptual misconceptions about basic chemical bonding, which stemmed from their environment, text books and teachers. Some suggestions were made for more effective teaching approaches to enhance teacher trainees’ conceptual understanding of chemical bonds.
The conceptions held by undergraduate teacher trainees about basic types of chemical bonds are investigated in this paper. The research was carried out with 95 first year Chemistry education teacher trainees purposely chosen from two teacher training institutions. Participants worked on worksheets which showed figures of compounds with different kinds of chemical bonds after which their answers were scored and interpreted in order to understand the possible reasons behind their choices. Results from the activity indicated that more than 80% of the chemistry education trainees had vernacular and conceptual misconceptions about basic chemical bonding, which stemmed from their environment, text books and teachers. Some suggestions were made for more effective teaching approaches to enhance teacher trainees’ conceptual understanding of chemical bonds.
Hanson, R., Antwi, V. & Ayim, G. (2017). The Potential of integrating ICT into the Teaching and Learning of Chemical Bonds in Senior High Schools in Ghana – A Case study. International Journal of Scientific Research in Science and Technology, 3,
Abstract
This study was undertaken to investigate the potential of integrating Information and Communication Technology (ICT) into the teaching and learning of chemical bonding. Chemical bonding is a topic which is abstract in nature and requires the introduction of tangible elements to enable students build mental models for conceptual understanding. Nowadays, students spend more time with technological tools and prefer to use them in performing tasks and so this was tapped upon. Thirty students of Keta Senior High School in Keta, Ghana, who were randomly selected and three chemistry teachers purposely chosen, participated in the study. It employed both qualitative and quantitative methods for collection of data through pre- and post-tests, and the administration of an opinion questionnaire to assess improvement in performance after a chemistry software was used to teach the concept of chemical bonds. The integration of ICT into the teaching and learning of chemical bonds had the potential to reduce its abstraction while allowing students the premise to apply technologies that they were familiar with. Majority of the students (about 95%) had higher marks during the post test. Keywords: Chemical Bonding, Conceptual understanding, ICT. Ghana
This study was undertaken to investigate the potential of integrating Information and Communication Technology (ICT) into the teaching and learning of chemical bonding. Chemical bonding is a topic which is abstract in nature and requires the introduction of tangible elements to enable students build mental models for conceptual understanding. Nowadays, students spend more time with technological tools and prefer to use them in performing tasks and so this was tapped upon. Thirty students of Keta Senior High School in Keta, Ghana, who were randomly selected and three chemistry teachers purposely chosen, participated in the study. It employed both qualitative and quantitative methods for collection of data through pre- and post-tests, and the administration of an opinion questionnaire to assess improvement in performance after a chemistry software was used to teach the concept of chemical bonds. The integration of ICT into the teaching and learning of chemical bonds had the potential to reduce its abstraction while allowing students the premise to apply technologies that they were familiar with. Majority of the students (about 95%) had higher marks during the post test. Keywords: Chemical Bonding, Conceptual understanding, ICT. Ghana
