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Hanson, R. (2020). Chemistry teachers' interpretation of some students' alternative conceptions- A pilot study. African Journal of Chemical Education, 10,
Abstract
Chemistry education researchers have shown growing interest in the strategies that teachers employ to diagnose students’ prior knowledge and attempt remediation, where necessary, as most concepts in chemistry look abstract. The ways in which Ghanaian teachers identify and address their students’ alternative conceptions, especially in the study of chemical equilibrium, was explored on a pilot basis through the use of face-to-face, telephone and email procedures. The outcome was compared with what other researchers in other countries had identified through various means. Trainees whose responses were not clear in their e-mail responses were interviewed through telephone and personal interactions. Eleven Ghanaian chemistry instructors from various parts of the country, who were on an eight-week summer sandwich education programme, participated in the study. Data gathered revealed that majority of the participating teachers were aware of their students’ prior conceptions and often had no difficulty diagnosing them but were unaware of all the possible sources of misconceptions nor how to address the root causes of persistent misconceptions. Their non-interactive treatment strategies for the identified misconceptions in their schools were varied, unauthentic and not deep-seated. As many as four common remediation processes were identified for use. On the basis of these findings, it is recommended that the study of students’ misconceptions and some of the appropriate and authentic resolution strategies be incorporated into teacher training curricular. [African Journal of Chemical Education—AJCE 10(1), January 2020]
Chemistry education researchers have shown growing interest in the strategies that teachers employ to diagnose students’ prior knowledge and attempt remediation, where necessary, as most concepts in chemistry look abstract. The ways in which Ghanaian teachers identify and address their students’ alternative conceptions, especially in the study of chemical equilibrium, was explored on a pilot basis through the use of face-to-face, telephone and email procedures. The outcome was compared with what other researchers in other countries had identified through various means. Trainees whose responses were not clear in their e-mail responses were interviewed through telephone and personal interactions. Eleven Ghanaian chemistry instructors from various parts of the country, who were on an eight-week summer sandwich education programme, participated in the study. Data gathered revealed that majority of the participating teachers were aware of their students’ prior conceptions and often had no difficulty diagnosing them but were unaware of all the possible sources of misconceptions nor how to address the root causes of persistent misconceptions. Their non-interactive treatment strategies for the identified misconceptions in their schools were varied, unauthentic and not deep-seated. As many as four common remediation processes were identified for use. On the basis of these findings, it is recommended that the study of students’ misconceptions and some of the appropriate and authentic resolution strategies be incorporated into teacher training curricular. [African Journal of Chemical Education—AJCE 10(1), January 2020]
Boi-Doku, A., Twumasi-Ankrah, K., & Hanson, R. (2019). Interpretation of inclusive education practices in science at a basic school. African Journal of Educational Studies in Mathematics and Sciences, 15,
Abstract
The research was a case study designed to investigate inclusive education practices in a science class at a Basic School in Winneba, Ghana where inclusive education is practiced as in all ten regions. The sample for the study consisted of one head teacher, a science teacher, three interpreters and one resource teacher from the Basic School. The main instruments used for data collection were questionnaires, informal interviews and observations. Findings showed that the teacher and interpreters both prepared for science classes having the special needs in mind. However, about half of the respondents, upon interaction with them, demonstrated that they earnestly did not have the expertise to organise inclusive science classes. Team preparation and teaching was highly practised for support. It was recommended that they use multi-media technologies, attend teacher development programmes, and use their limited teaching resources to augment their teaching skills as they are mostly not used. Since the study was conducted in only one inclusive school, the findings may not be for generalisation.
The research was a case study designed to investigate inclusive education practices in a science class at a Basic School in Winneba, Ghana where inclusive education is practiced as in all ten regions. The sample for the study consisted of one head teacher, a science teacher, three interpreters and one resource teacher from the Basic School. The main instruments used for data collection were questionnaires, informal interviews and observations. Findings showed that the teacher and interpreters both prepared for science classes having the special needs in mind. However, about half of the respondents, upon interaction with them, demonstrated that they earnestly did not have the expertise to organise inclusive science classes. Team preparation and teaching was highly practised for support. It was recommended that they use multi-media technologies, attend teacher development programmes, and use their limited teaching resources to augment their teaching skills as they are mostly not used. Since the study was conducted in only one inclusive school, the findings may not be for generalisation.
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
Addo, M. N. & Amiisah, E. R. K. (2020). Physically Challenged Persons and Selection of Fabrics: A Case Study in Sekondi-Takoradi Metropolis, Ghana. INTERNATIONAL JOURNAL OF INNOVATIVE RESEARCH & DEVELOPMENT, 9,
Abstract
Clothing which is one of the basic needs of human being, plays a significant role in an individual’s life at all stages. Physically challenged persons, however, are confronted with the choice of certain fabrics for clothing due to their disabilities. Evidence shows that two out of ten persons living in Ghana have problems with the right choice of textiles fabric for use as garment. The type of attire or article to which the people would like to use the fabric or cloth for remains unknown. This lack of data has been making it impossible for fashion designers and artisans to produce ready to-use articles and attires for the physically challenged persons. This study aims at assessing physically challenged persons and selection of textiles fabric for use considering the mobility gadget and its related comfortability among the physically challenged people in the Sekondi Takoradi–Metropolis. The research design used was descriptive and observation survey. An orderly sampling strategy was applied to select 300 respondents, comprising physically challenged cloth merchant, fashion designers and the public. Data for the study was obtained using structured questionnaires, interview and observation. The results of the study revealed that majority of the people in the formal sector like using the fabric for social function than any others. The findings indicated that two-thirds of the respondents who, to some extent, consider the durability of the textile’s fabric in connection to the mobility gadget used but due to the low income earning it offset them to consider the price to durability. There was also a healthy relationship between patterns selection of textile fabric for garment and convenience of the mobility gadget. These findings provide a holistic understanding of the challenges physically challenged persons faced in the choice of fabrics for use considering the mobility gadget and its related comfortability. The study recommends that people should have positive mind towards the physically challenged and those with knowledge of fabric properties should assist them in the selection of good fabric to enhance their conditions. Keywords: Physically challenged persons, choice of textiles fabric, garment, Sekondi-Takoradi metropolis, western region, Ghana
Clothing which is one of the basic needs of human being, plays a significant role in an individual’s life at all stages. Physically challenged persons, however, are confronted with the choice of certain fabrics for clothing due to their disabilities. Evidence shows that two out of ten persons living in Ghana have problems with the right choice of textiles fabric for use as garment. The type of attire or article to which the people would like to use the fabric or cloth for remains unknown. This lack of data has been making it impossible for fashion designers and artisans to produce ready to-use articles and attires for the physically challenged persons. This study aims at assessing physically challenged persons and selection of textiles fabric for use considering the mobility gadget and its related comfortability among the physically challenged people in the Sekondi Takoradi–Metropolis. The research design used was descriptive and observation survey. An orderly sampling strategy was applied to select 300 respondents, comprising physically challenged cloth merchant, fashion designers and the public. Data for the study was obtained using structured questionnaires, interview and observation. The results of the study revealed that majority of the people in the formal sector like using the fabric for social function than any others. The findings indicated that two-thirds of the respondents who, to some extent, consider the durability of the textile’s fabric in connection to the mobility gadget used but due to the low income earning it offset them to consider the price to durability. There was also a healthy relationship between patterns selection of textile fabric for garment and convenience of the mobility gadget. These findings provide a holistic understanding of the challenges physically challenged persons faced in the choice of fabrics for use considering the mobility gadget and its related comfortability. The study recommends that people should have positive mind towards the physically challenged and those with knowledge of fabric properties should assist them in the selection of good fabric to enhance their conditions. Keywords: Physically challenged persons, choice of textiles fabric, garment, Sekondi-Takoradi metropolis, western region, Ghana
Essel, O. Q & .Amissah, E. R. K.
AFRICAN STUDIES ASSOCIATION OF AFRICA (ASAA) THIRD INTERNATIONAL BIENNIAL CONFERENCE 2019. United States International University-Africa. Nairobi, Kenya 24th to 26th OCTOBER 2019
Paper presented:
Fashion journalism (re)presentation on apprenticeship-trained fashion designers of Ghana from the 1950s to 1970s
Abstract
Sartorial apprenticeship system in Ghana predates colonialists’ invasion. This system of training tailors, dressmakers and designers in fashion making and production was handed-down from generation to generation. It was the main mode of skill development and training acquisition. This system produced creative tailors, dressmakers and designers who produced both simple and complex dress fashion for the people. Their designs helped in clothing the kings, chiefdom and the Ghanaian society at large. They produced pure Ghanaian classical fashion that continue to inspire global fashion, and dress fashion that exhibits cross-cultural influences in main market places. Colonialists’ contact with the people of Ghana, sought to the introduction of relatively new system of training they called formal education while the apprenticeship system was labelled as informal education. Though the introduction of formal education in Ghana was not totally negative, the elitist nomenclature and popular perception about it portrayed it as most perfect system of sartorial education and training. This bred negative perceptions about apprenticeship training as inferior and positioned it as the preserve of those who are not academically gifted. Consequently, this brought into existence two main modes of fashion education and training namely academic (formal school education) and non-academic (apprenticeship). Amidst the longstanding colonial-inspired perception of non-academic fashion training and education as inferior, how did the Ghanaian fashion press (re)presented apprenticeship-trained tailors, dressmakers and designers in the local popular print media at the time? What narrative did the press give about the dress fashion creation of the tailors, dressmakers and designers? How did Ghana’s press (re)presentation of tailors, dressmakers and designers repress and or transmit local fashion history? The study investigates the shifting perceptions of apprenticeship-trained dress fashion designers and their (re)presentation in the eyes of the press (fashion journalism) in the 1950s. This historical study is premised on textual analysis of fashion discourse in journalism in the 1950s since the period experienced massive government-sponsored fashion training and education of designers overseas.
Sartorial apprenticeship system in Ghana predates colonialists’ invasion. This system of training tailors, dressmakers and designers in fashion making and production was handed-down from generation to generation. It was the main mode of skill development and training acquisition. This system produced creative tailors, dressmakers and designers who produced both simple and complex dress fashion for the people. Their designs helped in clothing the kings, chiefdom and the Ghanaian society at large. They produced pure Ghanaian classical fashion that continue to inspire global fashion, and dress fashion that exhibits cross-cultural influences in main market places. Colonialists’ contact with the people of Ghana, sought to the introduction of relatively new system of training they called formal education while the apprenticeship system was labelled as informal education. Though the introduction of formal education in Ghana was not totally negative, the elitist nomenclature and popular perception about it portrayed it as most perfect system of sartorial education and training. This bred negative perceptions about apprenticeship training as inferior and positioned it as the preserve of those who are not academically gifted. Consequently, this brought into existence two main modes of fashion education and training namely academic (formal school education) and non-academic (apprenticeship). Amidst the longstanding colonial-inspired perception of non-academic fashion training and education as inferior, how did the Ghanaian fashion press (re)presented apprenticeship-trained tailors, dressmakers and designers in the local popular print media at the time? What narrative did the press give about the dress fashion creation of the tailors, dressmakers and designers? How did Ghana’s press (re)presentation of tailors, dressmakers and designers repress and or transmit local fashion history? The study investigates the shifting perceptions of apprenticeship-trained dress fashion designers and their (re)presentation in the eyes of the press (fashion journalism) in the 1950s. This historical study is premised on textual analysis of fashion discourse in journalism in the 1950s since the period experienced massive government-sponsored fashion training and education of designers overseas.
Danso-Wiredu, E. Y & Sam, E. F. (2019). Commodity-Based Trading Associations at the Agbogbloshie Market in Accra, Ghana. Ghana Journal of Geography, 11,
Abstract
The decentralisation policy in Ghana ensures urban governance is controlled at the local levels. Rules set by state institutions in many cases lack the ability to penetrate into the locality for lack of trust and proper enforcement measures. It is common to find non-state organisations teaming up with the state or independently governing their localities. Such governance extends to market places. The uniqueness of what pertains at the market is the pronounced role women play in it. Agbogbloshie market is one of the largest markets in Ghana. Commodity-trading associations at the market act as governors at the market. The market associations function effectively because they have political power from the state to operate at the local level. The research is based on a qualitative research involving interviews, observation and participant’s observation. The paper discusses the role non-state organisations play at the local level in ensuring sustainable governance, focusing on Agbogbloshie. It stresses on how women possess power in the informal governance systems in Ghanaian markets. It argues that governance system is more effective and well understood at the local level than the state instituted system, and thus concludes on the need for collaboration between the two systems.
The decentralisation policy in Ghana ensures urban governance is controlled at the local levels. Rules set by state institutions in many cases lack the ability to penetrate into the locality for lack of trust and proper enforcement measures. It is common to find non-state organisations teaming up with the state or independently governing their localities. Such governance extends to market places. The uniqueness of what pertains at the market is the pronounced role women play in it. Agbogbloshie market is one of the largest markets in Ghana. Commodity-trading associations at the market act as governors at the market. The market associations function effectively because they have political power from the state to operate at the local level. The research is based on a qualitative research involving interviews, observation and participant’s observation. The paper discusses the role non-state organisations play at the local level in ensuring sustainable governance, focusing on Agbogbloshie. It stresses on how women possess power in the informal governance systems in Ghanaian markets. It argues that governance system is more effective and well understood at the local level than the state instituted system, and thus concludes on the need for collaboration between the two systems.
