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Hanson, R. (2022). Integrating the Natural and Social Sciences in a Ghanaian University: An Idea for Curriculum Orientation. International Journal for Infonomics, 15,
Abstract
The time has come for the natural and social scientists to integrate their disciplines for the acquisition of skills to solve real life challenges. This study was premised on the belief that the principles of systems thinking, humanitarianism, sustainability, security, and love, which feature prominently in the social sciences could be integrated into the natural sciences. The underlying theory for a possible approach was considered to be the social constructivist theory, as it could transform learners’ ideas about the intersection of natural and social sciences in an active, motivating, collaborative, and non-discriminatory manner. An instrument used to gather data on this idea was a semi-structured guided conversation. Data gathered was interpreted qualitatively. Findings showed that the process to transform the teaching of natural and social sciences was feasible to enable learners to acquire transferrable and concept skills for lifelong living. Participants became aware of the possibility of applying scientific knowledge to solve some humanitarian challenges. They observed that the integration would enable the development of attributes such as love for each other and the environment, tolerance, patience, critical thinking, reflective and analytical skills, if the proposition is considered for curricula implementation. The conversations corroborated findings from other studies that perceived that science integrated in the social sciences and vice versa was feasible. It was concluded that, exposing Ghanaian students to real life experiences in a safe environment through chemical and social principles could make them appreciate the chemistry concepts in the social sciences, and vice versa, for a better world.
The time has come for the natural and social scientists to integrate their disciplines for the acquisition of skills to solve real life challenges. This study was premised on the belief that the principles of systems thinking, humanitarianism, sustainability, security, and love, which feature prominently in the social sciences could be integrated into the natural sciences. The underlying theory for a possible approach was considered to be the social constructivist theory, as it could transform learners’ ideas about the intersection of natural and social sciences in an active, motivating, collaborative, and non-discriminatory manner. An instrument used to gather data on this idea was a semi-structured guided conversation. Data gathered was interpreted qualitatively. Findings showed that the process to transform the teaching of natural and social sciences was feasible to enable learners to acquire transferrable and concept skills for lifelong living. Participants became aware of the possibility of applying scientific knowledge to solve some humanitarian challenges. They observed that the integration would enable the development of attributes such as love for each other and the environment, tolerance, patience, critical thinking, reflective and analytical skills, if the proposition is considered for curricula implementation. The conversations corroborated findings from other studies that perceived that science integrated in the social sciences and vice versa was feasible. It was concluded that, exposing Ghanaian students to real life experiences in a safe environment through chemical and social principles could make them appreciate the chemistry concepts in the social sciences, and vice versa, for a better world.
Quayson, C., Kwarteng, T. A., Koranteng, E. & Hanson, R. (2022). Chemistry Teacher Trainees’ use of Molecular Models in Learning Spiro and Bicyclic Compounds. Science Educaton International, 33,
Abstract
The study diagnosed chemistry teacher trainees’ difficulties in naming and writing structures of spiro and bicyclic compounds. The case study design was conducted in a constructivist environment to enhance chemistry teacher trainees’ ability to construct, represent, and interpret the structural formulae of spiro and bicyclic compounds. Purposive sampling technique was employed to select 126 1st-year chemistry teacher trainees from University of Education, Winneba for the study. The results revealed that chemistry teacher trainees had difficulties in naming and writing structural formulae of spiro and bicyclic compounds. However, through the effective use of molecular model kits in teaching naming and writing structures of spiro and bicyclic compounds, these chemistry teacher trainees became conscious of IUPAC rules for naming and writing spiro and other cyclic compounds. A test conducted indicated that a statistical significance difference existed between students’ performance before the implementation of the intervention and after the intervention. It is recommended that chemistry teachers should adopt the use of molecular model kits in teaching concepts of organic nomenclature.
The study diagnosed chemistry teacher trainees’ difficulties in naming and writing structures of spiro and bicyclic compounds. The case study design was conducted in a constructivist environment to enhance chemistry teacher trainees’ ability to construct, represent, and interpret the structural formulae of spiro and bicyclic compounds. Purposive sampling technique was employed to select 126 1st-year chemistry teacher trainees from University of Education, Winneba for the study. The results revealed that chemistry teacher trainees had difficulties in naming and writing structural formulae of spiro and bicyclic compounds. However, through the effective use of molecular model kits in teaching naming and writing structures of spiro and bicyclic compounds, these chemistry teacher trainees became conscious of IUPAC rules for naming and writing spiro and other cyclic compounds. A test conducted indicated that a statistical significance difference existed between students’ performance before the implementation of the intervention and after the intervention. It is recommended that chemistry teachers should adopt the use of molecular model kits in teaching concepts of organic nomenclature.
Hanson, R. & Hanson, C. (2023). A better world through the integration of sustainability and humanitarianism in chemistry education. In C. A. Shoniregun, V. Argyropoulos & M. A. Plummer Inclusive education and lifelong learning. UK: Infonomics Society.
Abstract
This chapter describes an approach to introduce and teach the concepts of sustainability and humanitarianism as emerging paradigms in a teacher training institution within a discourse on other researchers’ views. The interest in teaching chemistry by focusing on concepts for sustainable development and humanitarianism stems from environmental concerns with plastic wastes, illegal logging, illegal mining, and land degradation, that the country of this researcher is faced with. As educators, we are interested in educating future generations so that they can cope with environmental challenges that their country and other nations face. The microscale
approach could be one way out that most developing and emergent economies need to close the gap in acquiring scientific knowledge in an ecologically acceptable manner to save existing spheres and posterity.
Hanson, R. & Hanson, C. (2023). Exploring the possibility of embedded and humanitarian principles into chemical studies from a systems thinking approach. International Journal for Cross-Disciplinary Subjects in Education, 14,
Abstract
The laudable intent of science and industrialization for the ease, long life and comfort of humans has resulted in degradation of the ecosystem as pollutants from chemical production and their use end up in the ecosystem and exert detrimental effects on systems. This damaging effect has translated into climate change, food crisis, financial crisis, poverty, water scarcity, poor health, war, injustice, migration and urbanization, and other humanitarian challenges. A sustainable and humanitarian solution must be found to mitigate the existing and subsequent challenges. A possible solution could be through the development of sustainability- and humanitarian-literate citizens through chemical education. To explore this possibility, 31 preservice graduate teachers were engaged in a case study where they developed solutions to real life environmental challenges in a safe, fun-filled environment, with simple, cost-effective equipment from a systems thinking stance. Data was gathered through questionnaire, inter-rated observation schedule, semi-structured interviews and lab reports. Findings indicated that it was feasible to embed sustainability and humanitarian principles through a systems thinking approach to inculcate into preservice teachers the need to protect our ecosystem for posterity through chemical studies.
The laudable intent of science and industrialization for the ease, long life and comfort of humans has resulted in degradation of the ecosystem as pollutants from chemical production and their use end up in the ecosystem and exert detrimental effects on systems. This damaging effect has translated into climate change, food crisis, financial crisis, poverty, water scarcity, poor health, war, injustice, migration and urbanization, and other humanitarian challenges. A sustainable and humanitarian solution must be found to mitigate the existing and subsequent challenges. A possible solution could be through the development of sustainability- and humanitarian-literate citizens through chemical education. To explore this possibility, 31 preservice graduate teachers were engaged in a case study where they developed solutions to real life environmental challenges in a safe, fun-filled environment, with simple, cost-effective equipment from a systems thinking stance. Data was gathered through questionnaire, inter-rated observation schedule, semi-structured interviews and lab reports. Findings indicated that it was feasible to embed sustainability and humanitarian principles through a systems thinking approach to inculcate into preservice teachers the need to protect our ecosystem for posterity through chemical studies.
Nartey, E., Koranteng, E., Oppong, E. K. & Hanson, R. (2024). Analysis of undergraduate chemistry students' responses to substitution reaction mechanisms: a road to mastery. Chemistry Teacher International, ,
Abstract
This study analyzed third-year undergraduate Chemistry major students’ drawings and written explanations of substitution reactions. Seventy (70) students were purposively selected for this study. The main data collection instrument was a diagnostic test and students’ responses were analyzed using deductive coding. The study aimed to unearth students’ conceptual understanding and difficulties on substitution reactions to provide significant insights into improving teaching strategies and learning outcomes. The findings revealed that:1. Students were more familiar with SN2 reaction mechanisms and could answer questions on SN2 reaction mechanisms better than SN1 reaction mechanisms; 2. Students’ use of ‘chemical vocabulary’ did not translate into an understanding of electron movement and causal mechanistic explanation; 3. About 97 % of the students who gave a correct/partially correct description provided a description of what was happening in the reaction without any further explanation of why the reaction occurred; 4. Students had a slightly better understanding of drawing the correct mechanisms than providing accurate explanations. This study recommends that, in teaching organic reaction mechanisms, instructors should emphasize on electron-pushing formalisms and explain how and why reactions occur to encourage mechanistic thinking in students. Also, students should be given ample practice in organic reaction mechanisms to improve mastery.
This study analyzed third-year undergraduate Chemistry major students’ drawings and written explanations of substitution reactions. Seventy (70) students were purposively selected for this study. The main data collection instrument was a diagnostic test and students’ responses were analyzed using deductive coding. The study aimed to unearth students’ conceptual understanding and difficulties on substitution reactions to provide significant insights into improving teaching strategies and learning outcomes. The findings revealed that:1. Students were more familiar with SN2 reaction mechanisms and could answer questions on SN2 reaction mechanisms better than SN1 reaction mechanisms; 2. Students’ use of ‘chemical vocabulary’ did not translate into an understanding of electron movement and causal mechanistic explanation; 3. About 97 % of the students who gave a correct/partially correct description provided a description of what was happening in the reaction without any further explanation of why the reaction occurred; 4. Students had a slightly better understanding of drawing the correct mechanisms than providing accurate explanations. This study recommends that, in teaching organic reaction mechanisms, instructors should emphasize on electron-pushing formalisms and explain how and why reactions occur to encourage mechanistic thinking in students. Also, students should be given ample practice in organic reaction mechanisms to improve mastery.
Kursah, M. B. (2023). Satellite image analysis of thermal comfort for a sustainable urban ecology of Winneba, Ghana. Urban Climate, 52,
Abstract
To mitigate thermal heat effects for a sustainable urban living environment through planning and interventions, studies on land surface temperature (LST) in urban settings are crucial. Thus, the relationship between LST and surface landscape must be established to accurately assess the impacts of surface temperature changes for planning purposes. This will help gain knowledge about the spatial concentration of the heat effects and to design practical needs of urban planning. The study aimed to analyse and reveal the spatial dynamics of LST and its statistical relationship with two normalised satellite indices using Landsat satellite data. The Landsat-derived LST is validated using the MODIS surface temperature data. It also mapped the heat spots (HS) and evaluated the ecological evaluation index and thermal comfort using the thermal field variance index (TFVI). The results showed spatial variation in LST even within the built-up areas due to heterogeneity in the surface characteristics. Thus, localised heat islands (HIs) exist within short distances. The analysis established an inverse correlation for LST-NDVI and a direct correlation for LST-NDBI. The vegetation and water surfaces served as important heat reduction sinks while heavily built-up areas and the hardened-clayey bare surfaces served as heat-enhancing sources. More than half (52.80%) of the study area enjoys an excellent (48.57%) and good (4.23%) ecological evaluation index, indicating excellent to good thermal comfort. Much of these areas are in the urban periphery. Also, more than one-third (38.96%) enjoy the worst (34.85%) and worse (4.11%) ecological evaluation index and thus high thermal discomfort. Identifying these HS areas and evaluating the thermal comfort will help the planners and decision-makers to fully evaluate the thermal consequences of different landuse or land development scenarios and therefore improve the scientific basis of future planning and regulations.
To mitigate thermal heat effects for a sustainable urban living environment through planning and interventions, studies on land surface temperature (LST) in urban settings are crucial. Thus, the relationship between LST and surface landscape must be established to accurately assess the impacts of surface temperature changes for planning purposes. This will help gain knowledge about the spatial concentration of the heat effects and to design practical needs of urban planning. The study aimed to analyse and reveal the spatial dynamics of LST and its statistical relationship with two normalised satellite indices using Landsat satellite data. The Landsat-derived LST is validated using the MODIS surface temperature data. It also mapped the heat spots (HS) and evaluated the ecological evaluation index and thermal comfort using the thermal field variance index (TFVI). The results showed spatial variation in LST even within the built-up areas due to heterogeneity in the surface characteristics. Thus, localised heat islands (HIs) exist within short distances. The analysis established an inverse correlation for LST-NDVI and a direct correlation for LST-NDBI. The vegetation and water surfaces served as important heat reduction sinks while heavily built-up areas and the hardened-clayey bare surfaces served as heat-enhancing sources. More than half (52.80%) of the study area enjoys an excellent (48.57%) and good (4.23%) ecological evaluation index, indicating excellent to good thermal comfort. Much of these areas are in the urban periphery. Also, more than one-third (38.96%) enjoy the worst (34.85%) and worse (4.11%) ecological evaluation index and thus high thermal discomfort. Identifying these HS areas and evaluating the thermal comfort will help the planners and decision-makers to fully evaluate the thermal consequences of different landuse or land development scenarios and therefore improve the scientific basis of future planning and regulations.
Kursah, M. B., Biniyam, S. B., Tarawally, M., Segbefia, D., Kunji, S. B., Nyametso, J. K., Agbozo, M. S., Kicheek, C., Owusu-Ansah, E., & Afriyie, A. A. (2023). Analysing landcover and green cover change in Winneba using remote sensing and geospatial techniques.. In E. Y. Danso-Wiredu & J. Weiler Winneba: The Geography, Peoples and Systems. Tema: Digibooks Ghana.
Abstract
Abotsi, A. K., & Kursah, M. B. (2023). The economic history of Winneba. In E. Y. Danso-Wiredu & J. Weiler Winneba: The Geography, Peoples and Systems. Tema: Digibooks Ghana.
Abstract
Sam, E. F., Odame, P. K., & Amoah-Nuamah, J. (2023). Predictors of distractive activities to walking in Accra, Ghana. Urban, Plannng and Transport Research, 11,
Abstract
Walking is a fundamental mode of transport for many people globally, with immense health and environmental benefits. However, increased walking is associated with an increased risk of road traffic crashes and injuries, especially where traffic enforcement is poor, and pedestrians could easily be distracted. Despite this, a plethora of evidence exists on driver distraction; however, there is a dread of evidence of pedestrian distraction (i.e. distracted walking), particularly in Africa. This paper uses a quantitative methodology to examine the predictors of distractive activities to walking in Accra, Ghana. The study surveyed 400 pedestrians within Accra’s Central Business District (CBD). A questionnaire was deployed via Kobo Toolkit and Jamovi was used in analysing the data. The study observed that three of the top four distractive activities to walking were digital devices-related (e.g. the use of mobile phones). We found that listening to music, making, receiving phone calls, and conversing with other people while walking are the main distractive activities. The binary logistic regression model found sex, age, level of education, occupation, reasons for walking, weekly time for walking and time for common trips as significant predictors of distractive activities to walking.
Walking is a fundamental mode of transport for many people globally, with immense health and environmental benefits. However, increased walking is associated with an increased risk of road traffic crashes and injuries, especially where traffic enforcement is poor, and pedestrians could easily be distracted. Despite this, a plethora of evidence exists on driver distraction; however, there is a dread of evidence of pedestrian distraction (i.e. distracted walking), particularly in Africa. This paper uses a quantitative methodology to examine the predictors of distractive activities to walking in Accra, Ghana. The study surveyed 400 pedestrians within Accra’s Central Business District (CBD). A questionnaire was deployed via Kobo Toolkit and Jamovi was used in analysing the data. The study observed that three of the top four distractive activities to walking were digital devices-related (e.g. the use of mobile phones). We found that listening to music, making, receiving phone calls, and conversing with other people while walking are the main distractive activities. The binary logistic regression model found sex, age, level of education, occupation, reasons for walking, weekly time for walking and time for common trips as significant predictors of distractive activities to walking.
Odame, P. K, Sam, E. F., Amoako-Sakyi, R. O & Arko, B (2023). State of public transport services to Ghana's disability population: lessons from public transport operators in the Accra Metropolitan Assembly.. Social Sciences & Humanities Open, 7,
Abstract
Access to public transport services is crucial to the enjoyment of various life-enhancing opportunities by persons with disabilities (PWDs). However, the attainment of such services is confronted with varying levels of difficulties due to the non-conformity between transport service delivery and PWDs’ needs. While many players like transport operators and vehicle manufacturers contribute to the delivery of transport services, this study examines the responsiveness of public transport operators to the travel needs of commuters with disabilities in Accra. Using a qualitative research approach, 24 public transport operators were conveniently sampled from 3 popular and busy transport terminals in Accra, the capital city of Ghana. Thematic content analysis was employed using key constructs that emanated from the transcripts. The findings reveal that none of the public transport providers/operators had any knowledge of Ghana’s Disability Act of 2006 and its transport provision. By this, all activities tailored to the disability population were generally informed by common sense despite refuting calls to acquire disability-friendly vehicles or support systems. It is recommended that sensitization on the transport provision of Ghana’s Disability Act should be heightened by the Ministry of Transport given its ability to improve transport services to the disability population.
Access to public transport services is crucial to the enjoyment of various life-enhancing opportunities by persons with disabilities (PWDs). However, the attainment of such services is confronted with varying levels of difficulties due to the non-conformity between transport service delivery and PWDs’ needs. While many players like transport operators and vehicle manufacturers contribute to the delivery of transport services, this study examines the responsiveness of public transport operators to the travel needs of commuters with disabilities in Accra. Using a qualitative research approach, 24 public transport operators were conveniently sampled from 3 popular and busy transport terminals in Accra, the capital city of Ghana. Thematic content analysis was employed using key constructs that emanated from the transcripts. The findings reveal that none of the public transport providers/operators had any knowledge of Ghana’s Disability Act of 2006 and its transport provision. By this, all activities tailored to the disability population were generally informed by common sense despite refuting calls to acquire disability-friendly vehicles or support systems. It is recommended that sensitization on the transport provision of Ghana’s Disability Act should be heightened by the Ministry of Transport given its ability to improve transport services to the disability population.
