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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
Hanson, R. (2017). ENHANCING STUDENTS’ PERFORMANCE IN ORGANIC CHEMISTRY THROUGH CONTEXT-BASED LEARNING AND MICRO ACTIVITIES- A CASE STUDY. European Journal of Research and Reflection in Educational Sciences, 5,
Abstract
This study explored high school students’ reasoning patterns towards conceptual change and academic achievement as they learned to construct concepts in basic organic chemistry through everyday experiences for life. Analysis revealed a number of patterns by which students constructed ideas in formal and contextual aspects. A formal procedure used to teach and learn organic chemistry for life is presented. Tasks for context-based problem solving procedures were designed using combinations of familiar contexts and concepts based on the students’ syllabus. In this study the application of concepts like addition reactions, saturation, unsaturation, electronegativity, molecular formula, molecular structure, bonding, polarity and electronegativity were expected. Students’ reasoning patterns after an intervention showed that they could apply their gained concepts to solve problems in different contexts. Results were explored and implications for context-based teaching and learning assessed. Keywords: Analytical, conceptual change, context-based, remediation.
This study explored high school students’ reasoning patterns towards conceptual change and academic achievement as they learned to construct concepts in basic organic chemistry through everyday experiences for life. Analysis revealed a number of patterns by which students constructed ideas in formal and contextual aspects. A formal procedure used to teach and learn organic chemistry for life is presented. Tasks for context-based problem solving procedures were designed using combinations of familiar contexts and concepts based on the students’ syllabus. In this study the application of concepts like addition reactions, saturation, unsaturation, electronegativity, molecular formula, molecular structure, bonding, polarity and electronegativity were expected. Students’ reasoning patterns after an intervention showed that they could apply their gained concepts to solve problems in different contexts. Results were explored and implications for context-based teaching and learning assessed. Keywords: Analytical, conceptual change, context-based, remediation.
Hanson, R. (2017). ENHANCING TEACHER TRAINEES’ UNDERSTANDING ABOUT CHEMICAL REACTIONS AND EQUATIONS. International Journal of Academic Research and Reflection, 5,
Abstract
Teacher trainees with misconceptions about chemical phenomena tend to pass this on to their students, thereby creating a vicious cycle of misconceptions which are often difficult to break among learners. This article presents the use of micro chemistry activities and worksheet activities in remediating identified alternative conceptions about types of chemical reactions and their diverse representations among 74 chemistry teacher trainees. The design adopted for the study was a case study which followed the pre- test, post-test, delayed test approach in order to assess trainees’ retention of desired basic concepts about types of chemical reactions. The study which lasted for four weeks exposed the trainees’ weaknesses about the nature of matter, types of chemical reactions and their representations. Remediation was offered to enable the trainees to distinguish between types of chemical reactions, with a success rate of 85%. The tools used in this study were found to have great potential in uncovering, deconstructing, and remediating trainees’ misconceptions as well as equipping them with skills, such that authentic conceptions were built at the end of the study period. Keywords: chemical equation, chemical reaction, conceptions, representational levels.
Teacher trainees with misconceptions about chemical phenomena tend to pass this on to their students, thereby creating a vicious cycle of misconceptions which are often difficult to break among learners. This article presents the use of micro chemistry activities and worksheet activities in remediating identified alternative conceptions about types of chemical reactions and their diverse representations among 74 chemistry teacher trainees. The design adopted for the study was a case study which followed the pre- test, post-test, delayed test approach in order to assess trainees’ retention of desired basic concepts about types of chemical reactions. The study which lasted for four weeks exposed the trainees’ weaknesses about the nature of matter, types of chemical reactions and their representations. Remediation was offered to enable the trainees to distinguish between types of chemical reactions, with a success rate of 85%. The tools used in this study were found to have great potential in uncovering, deconstructing, and remediating trainees’ misconceptions as well as equipping them with skills, such that authentic conceptions were built at the end of the study period. Keywords: chemical equation, chemical reaction, conceptions, representational levels.
Samlafo, B.V (2018). Assessment of Lead, Arsenic, Cadmium and Mercury levels in Earthenware Clay Deposits at Mankessim, in Mfantsiman District, Ghana. Chemical Science Transactions, 7,
Abstract
This study assessed the suitability of Mankessim clay deposits as the raw material for earthenware products in terms of toxic metal levels such as Hg, Pb and Cd and As, which impact on human health. Atomic absorption spectrometric (AAS) technique was used to determine the levels of the toxic metals in the samples. The mean levels of Hg, Pb and Cd, were within the safe limit levels. Cadmium was however below the method’s detection limit at four sites. The mean Arsenic level was generally very high; however, this level was lower than the levels reported in some geophagy clays which were eaten directly. The precision and the accuracy of the analytical method (AAS) were evaluated by the use of standard reference material IAEA-Soil-7. The values obtained for the various elements in soil-7 compared favourably well with the recommended values as Spearman’s correlation coefficient was +0.94. The experimental values were within ±6% of the recommended value. The measurement precision defined by the relative standard deviation was within +5%. Arsenic was found to be generally high in the study site. Potters need to find ways of reducing arsenic levels before using the raw material for any product that comes into contact with food. Keywords: Mankessim, Earthenware, Clay, Toxic metals, Geophagy, Pottery
This study assessed the suitability of Mankessim clay deposits as the raw material for earthenware products in terms of toxic metal levels such as Hg, Pb and Cd and As, which impact on human health. Atomic absorption spectrometric (AAS) technique was used to determine the levels of the toxic metals in the samples. The mean levels of Hg, Pb and Cd, were within the safe limit levels. Cadmium was however below the method’s detection limit at four sites. The mean Arsenic level was generally very high; however, this level was lower than the levels reported in some geophagy clays which were eaten directly. The precision and the accuracy of the analytical method (AAS) were evaluated by the use of standard reference material IAEA-Soil-7. The values obtained for the various elements in soil-7 compared favourably well with the recommended values as Spearman’s correlation coefficient was +0.94. The experimental values were within ±6% of the recommended value. The measurement precision defined by the relative standard deviation was within +5%. Arsenic was found to be generally high in the study site. Potters need to find ways of reducing arsenic levels before using the raw material for any product that comes into contact with food. Keywords: Mankessim, Earthenware, Clay, Toxic metals, Geophagy, Pottery
Samlafo, B.V, Bobobee, L.H, Quarshie, E , Sarsah, L.A and Kaka, E.A
2nd World International conference on Industrial Chemistry and Water Treatment. Las Vegas, USA 22nd -23rd, May, 2017
Paper presented:
Quality assessment of groundwater from Avenorfeme: Akatsi District, Ghana
Abstract
A holistic assessment of the quality of groundwater from the shallow unconfined aquifers of the Avenorfeme and surrounding villages in the Akatsi South District in the Volta Region of Ghana has been conducted. A groundwater classification scheme has been developed for groundwater in the area using a robust water quality index (WQI) modified for the case of the study area. For calculating the WQI, pH, sodium, potassium, calcium, magnesium, bicarbonate, chloride, nitrate, sulphate, total dissolved solids, and fluorides have been considered. On the basis of the WQI so computed, groundwater fell within the ‘Excellent”, “Good”, “Poor” and “unsuitable for drinking” categories. This study finds that the salinity of the groundwater in the area is largely attributed to mineral weathering leading to evolution of predominantly intermediate to high salinity Na-Cl water types. On account of salinity hazard, most of the waters are not suitable for irrigation in the area. Based on total hardness, the groundwater in the area is permanently hard. Keywords: Groundwater, Akatsi district, Volta, Water Quality Index, SAR
A holistic assessment of the quality of groundwater from the shallow unconfined aquifers of the Avenorfeme and surrounding villages in the Akatsi South District in the Volta Region of Ghana has been conducted. A groundwater classification scheme has been developed for groundwater in the area using a robust water quality index (WQI) modified for the case of the study area. For calculating the WQI, pH, sodium, potassium, calcium, magnesium, bicarbonate, chloride, nitrate, sulphate, total dissolved solids, and fluorides have been considered. On the basis of the WQI so computed, groundwater fell within the ‘Excellent”, “Good”, “Poor” and “unsuitable for drinking” categories. This study finds that the salinity of the groundwater in the area is largely attributed to mineral weathering leading to evolution of predominantly intermediate to high salinity Na-Cl water types. On account of salinity hazard, most of the waters are not suitable for irrigation in the area. Based on total hardness, the groundwater in the area is permanently hard. Keywords: Groundwater, Akatsi district, Volta, Water Quality Index, SAR
Samlafo, B.V and Ofoe, E.O (2017). Water quality Assessment of River Bonsa in Tarkwa, a Mining-impacted Area of Ghana. Chemical Science International Journal, 20,
Abstract
The suitability of River Bonsa for drinking, without any chemical treatment was assessed using a developed and robust water quality index (WQI), with modification for the river under study. In evaluating WQI, nine parameters in water quality, which were harmful to human health were considered. They were pH, dissolved oxygen, total suspended solids, total dissolved solids, total hardness, total alkalinity, chlorides, sulphates and nitrates. On the basis of the computed WQI (55.054), River Bonsa fell within the poor for drinking water category. Hence the water needs to be treated before it can be drunk directly. Intensive education on water-related diseases is also needed to inform the inhabitants living along the river bank, who use the water from the river directly without any chemical treatment. Keywords: River Bonsai; illegal mining; water quality index; Tarkwa; heavy metals
The suitability of River Bonsa for drinking, without any chemical treatment was assessed using a developed and robust water quality index (WQI), with modification for the river under study. In evaluating WQI, nine parameters in water quality, which were harmful to human health were considered. They were pH, dissolved oxygen, total suspended solids, total dissolved solids, total hardness, total alkalinity, chlorides, sulphates and nitrates. On the basis of the computed WQI (55.054), River Bonsa fell within the poor for drinking water category. Hence the water needs to be treated before it can be drunk directly. Intensive education on water-related diseases is also needed to inform the inhabitants living along the river bank, who use the water from the river directly without any chemical treatment. Keywords: River Bonsai; illegal mining; water quality index; Tarkwa; heavy metals
Samlafo, B.V (2017). Comparative Analysis of Leachable Heavy Metals in Earthenware Clay Deposits in the Central and Volta Regions of Ghana. American Journal of Chemistry, 7,
Abstract
Abstract This paper, sought to compare and contrast the potential leachable heavy metals in earthenware clay deposits in the Central and Volta regions of Ghana, using the Atomic Absorption Spectrophotometer (AAS). The study also tried to establish the suitability of which clay deposit is the ideal raw material for earthenware products used as food wares, based on toxic heavy metal and micronutrient/essential metal levels. The toxic metals determined were Pb, As, Hg, and Cd, while the micronutrients/essential elements examined were Cr, Zn, Mn, Cu, and Fe. The results showed that, apart from Hg and Cr, there was no statistical difference in heavy metal levels in the two regions. Earthenware clay deposits in the two regions were found to be suitable raw materials for food ware products based on their heavy metal levels. The reproducibility of the analytical method was assessed by analysis of the standard reference material IAEA soil-7. The values obtained, compared favourably well with the recommended values as Spearman correlation coefficient was +0.96%. The experimental values were within ± 4% of the recommended values. The measurement precision specified by the relative standard deviation was within ± 5%. The error margins are standard deviations. A two-tailed student’s t-test was used to establish any statistical differences between the mean concentrations of the two earthenware clay deposits. The level of probability at which significant differences existed between the deposits was set at p< 0.05 at 95% confidence level. In general, the two clay deposits were found to be suitable sources of raw materials for food ware products. Keywords Heavy metals, Essential elements, Clay, Earthenware, Central region, Volta region
Abstract This paper, sought to compare and contrast the potential leachable heavy metals in earthenware clay deposits in the Central and Volta regions of Ghana, using the Atomic Absorption Spectrophotometer (AAS). The study also tried to establish the suitability of which clay deposit is the ideal raw material for earthenware products used as food wares, based on toxic heavy metal and micronutrient/essential metal levels. The toxic metals determined were Pb, As, Hg, and Cd, while the micronutrients/essential elements examined were Cr, Zn, Mn, Cu, and Fe. The results showed that, apart from Hg and Cr, there was no statistical difference in heavy metal levels in the two regions. Earthenware clay deposits in the two regions were found to be suitable raw materials for food ware products based on their heavy metal levels. The reproducibility of the analytical method was assessed by analysis of the standard reference material IAEA soil-7. The values obtained, compared favourably well with the recommended values as Spearman correlation coefficient was +0.96%. The experimental values were within ± 4% of the recommended values. The measurement precision specified by the relative standard deviation was within ± 5%. The error margins are standard deviations. A two-tailed student’s t-test was used to establish any statistical differences between the mean concentrations of the two earthenware clay deposits. The level of probability at which significant differences existed between the deposits was set at p< 0.05 at 95% confidence level. In general, the two clay deposits were found to be suitable sources of raw materials for food ware products. Keywords Heavy metals, Essential elements, Clay, Earthenware, Central region, Volta region
Akayuure, P. Asiedu-Addo, S. K. & Alebna, V. (2016). Investigating the Effect of Origami Instruction on Pre-service Teachers’ Spatial Ability and Geometric Knowledge for Teaching. International Journal of Education in Mathematics, Science and Technology, 4,
Abstract
Whereas origami is said to have pedagogical benefits in geometry education, research is inclusive about its effect on spatial ability and geometric knowledge among preservice teachers. The study investigated the effect of origami instruction on these aspects using pretest posttest quasi-experiment design. The experimental group consisted of 52 students while students in the control group were 42. Paper folding test and mental rotation test were used to assess two subscales of spatial ability of the pre-service teachers and achievement test was also used to assess geometric knowledge for teaching shape and space. Data were analyzed using (M)ANOVAs at .05 significance level. The results of univariate ANOVAs show statistical and practical significant effect on spatial orientation and geometric knowledge for teaching, but unpredictably no statistical significant difference in spatial visualization between groups was found. The MANOVA however indicated overall statistically significant difference in posttest mean scores between groups with treatment accounting for 17% of multivariate variance of dependent variable. Implications for adopting origami instructions at the colleges of education were discussed.
Whereas origami is said to have pedagogical benefits in geometry education, research is inclusive about its effect on spatial ability and geometric knowledge among preservice teachers. The study investigated the effect of origami instruction on these aspects using pretest posttest quasi-experiment design. The experimental group consisted of 52 students while students in the control group were 42. Paper folding test and mental rotation test were used to assess two subscales of spatial ability of the pre-service teachers and achievement test was also used to assess geometric knowledge for teaching shape and space. Data were analyzed using (M)ANOVAs at .05 significance level. The results of univariate ANOVAs show statistical and practical significant effect on spatial orientation and geometric knowledge for teaching, but unpredictably no statistical significant difference in spatial visualization between groups was found. The MANOVA however indicated overall statistically significant difference in posttest mean scores between groups with treatment accounting for 17% of multivariate variance of dependent variable. Implications for adopting origami instructions at the colleges of education were discussed.
Akayuure, P. & Ali, C. A. (2016). Incorporating Indigenous Bukre Game Into Mathematics Lessons: A Teaching Experiment. Researchjournali’s Journal of Mathematics, 3,
Abstract
One major drawback to the curriculum demand for the use of indigenous games in mathematics classrooms is the inability of most teachers to identify the mathematics in these games and consequently incorporate them when teaching specific mathematics content. The primary purpose of the study is therefore to analyze and show how the indigenous bukre game could be incorporated into the teaching and learning of probability concepts in junior high school mathematics. Forty-five pupils from Vea Junior High School and a 79-year old knowledgeable man were purposively engaged in bukre game and data were gathered by participant observations and interviews. A comparative analysis uncover that, similar to the classical experiment of tossing a coin, a variety of probability concepts surrounds bukre game. It is also observed that the game can promote pupils’ native conception of probability, intrinsic motivation, friendly classroom dialog and interactions. Implications were discussed within the framework of projecting the use of indigenous games and knowledge systems in teaching and learning mathematics.
One major drawback to the curriculum demand for the use of indigenous games in mathematics classrooms is the inability of most teachers to identify the mathematics in these games and consequently incorporate them when teaching specific mathematics content. The primary purpose of the study is therefore to analyze and show how the indigenous bukre game could be incorporated into the teaching and learning of probability concepts in junior high school mathematics. Forty-five pupils from Vea Junior High School and a 79-year old knowledgeable man were purposively engaged in bukre game and data were gathered by participant observations and interviews. A comparative analysis uncover that, similar to the classical experiment of tossing a coin, a variety of probability concepts surrounds bukre game. It is also observed that the game can promote pupils’ native conception of probability, intrinsic motivation, friendly classroom dialog and interactions. Implications were discussed within the framework of projecting the use of indigenous games and knowledge systems in teaching and learning mathematics.
Ali, C. A. & Peter Akayuure, P. (2016). Infusing Competencies and Skills of Vocational Instructors: Innovations to Boost Science and Technology for National Development. American Scientific Research Journal for Engineering, Technology, and Sciences (ASRJETS), 6,
Abstract
The study explored how teacher-training institutions could infuse the Community Development Vocational and Technical Institutes’ instructors with educational competencies and skills as innovations to boost science and technology to accelerate national development. Even though the restructuring transformed the then Women Vocational Training Institutes into Community Development Vocational and Technical Institutes, and subsequently introduced Core Mathematics, it was still not clear whether the instructors had the required competencies and skills to implement the curriculum. This exploratory survey purposively sampled fifty instructors in three districts of Upper East Region and issued with questionnaires to explore the instructors’ educational and Mathematics backgrounds. Having coded and analysed the data with SPSS software, the findings showed that the educational and mathematical backgrounds of the instructors still require further education and training in the competencies and skills. This would build skilled manpower, create jobs, reduce north-south migration and accelerate national development. We therefore, recommended continuous inter-tertiary collaborations, scholarships and realignment of the CDVTI institutes to the Ghana Education Service to achieve these goals.
The study explored how teacher-training institutions could infuse the Community Development Vocational and Technical Institutes’ instructors with educational competencies and skills as innovations to boost science and technology to accelerate national development. Even though the restructuring transformed the then Women Vocational Training Institutes into Community Development Vocational and Technical Institutes, and subsequently introduced Core Mathematics, it was still not clear whether the instructors had the required competencies and skills to implement the curriculum. This exploratory survey purposively sampled fifty instructors in three districts of Upper East Region and issued with questionnaires to explore the instructors’ educational and Mathematics backgrounds. Having coded and analysed the data with SPSS software, the findings showed that the educational and mathematical backgrounds of the instructors still require further education and training in the competencies and skills. This would build skilled manpower, create jobs, reduce north-south migration and accelerate national development. We therefore, recommended continuous inter-tertiary collaborations, scholarships and realignment of the CDVTI institutes to the Ghana Education Service to achieve these goals.
