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Sam, A., Eminah, J. K., Hanson, R., & Raheem, K. (2019). Teacher trainees' alternative conceptions about some aspects of coordination chemistry: A case study at the University of Education, Winneba- Ghana. European Journal of Research and Reflection in Educational Studies, 7,
Abstract
Students’ alternative conceptions of some aspects of coordination chemistry namely nomenclature and geometry, geometrical isomerism, bonding and colours in complexes differ greatly from scientific concepts. This study investigated the causes of students’ alternative conceptions and how they express these conceptions in coordination chemistry. A case study design within the Model of Educational Reconstruction (MER) approach was used. The access population were all third-year chemistry pre-service teacher trainees in the University of Education, Winneba (UEW)-Ghana with sample size of fifteen (15) students. A pre-test administered at the beginning of the study in a class of 5 groups, comprising 3 students each over eleven weeks showed that students had alternative conceptions about some aspects of coordination chemistry. The students’ alternative conceptions were derived from two-tiered questions, written tasks and inorganic formulae of some coordination chemistry complexes. The results among others indicated that the causes of the students’ alternative conceptions emanated from their inability to distinguish between 2D and 3D visualisation and the misunderstandings of some inorganic chemistry terms. The study recommended that the coordination chemistry content at UEW has to be well connected in order to give the students a broader basis for conceptual change through meaningful interventional approaches such as Science Writing Heuristics (SWH) and Modelling and Modelling Skills (MMS). Keywords: Alternative conceptions, conceptual change, heuristics, modelling skills.
Students’ alternative conceptions of some aspects of coordination chemistry namely nomenclature and geometry, geometrical isomerism, bonding and colours in complexes differ greatly from scientific concepts. This study investigated the causes of students’ alternative conceptions and how they express these conceptions in coordination chemistry. A case study design within the Model of Educational Reconstruction (MER) approach was used. The access population were all third-year chemistry pre-service teacher trainees in the University of Education, Winneba (UEW)-Ghana with sample size of fifteen (15) students. A pre-test administered at the beginning of the study in a class of 5 groups, comprising 3 students each over eleven weeks showed that students had alternative conceptions about some aspects of coordination chemistry. The students’ alternative conceptions were derived from two-tiered questions, written tasks and inorganic formulae of some coordination chemistry complexes. The results among others indicated that the causes of the students’ alternative conceptions emanated from their inability to distinguish between 2D and 3D visualisation and the misunderstandings of some inorganic chemistry terms. The study recommended that the coordination chemistry content at UEW has to be well connected in order to give the students a broader basis for conceptual change through meaningful interventional approaches such as Science Writing Heuristics (SWH) and Modelling and Modelling Skills (MMS). Keywords: Alternative conceptions, conceptual change, heuristics, modelling skills.
Hanson, R.
43rd National Convention of the South African Chemical Institute. International Convention Centre at the Council for Scientific and Industrial Research in Pretoria, South Africa 2-7 December, 2018
Paper presented:
Situating constructivism in contemporary times to promote chemistry education and conceptual gain
Abstract
For decades now, the chemistry education research communities have undertaken several studies on the improvement of the study of chemistry at the secondary and tertiary levels of education. Some amount of progress has been made, as observed from literature reviews (Taber, 2002; Sam, et al., 2016; Ilyas, et al., 2017; Talanquer, 2017), but to a large extent, chemistry is still presented in a formal abstracted manner; sometimes close to being algorithmic, which makes understanding and application of chemical principles, a far-fetched dream for learners. Chemistry is hardly taught with a touch that links formal classroom chemistry to everyday life chemistry. Such non-connective procedures negatively affect students’ desires to learn higher chemistry, as they often cannot connect concepts which are taught abstractly and in isolation to each other to their everyday lives. Therefore, a shift from the robotic traditional insensitive procedures to engaging procedures at the secondary, tertiary, and especially teacher training levels of education is required. This study, which is still on-going, has to a large extent been promoting simple, less costly, learning environments, sometimes with robust equipment, that promote and foster constructivist pedagogies to enable students form their own authentic concepts through fun-filled, engaging social interactions. The implication here is that, new modes of assessments must be developed to meet this new approach to knowledge construction. This presentation will be based only on the engaging approaches that have been evidently useful in the Ghanaian setting and which could be useful in other less endowed communities for knowledge construction and conceptual growth in chemistry. Keywords: chemical principles, communities, constructivism, traditional learning
For decades now, the chemistry education research communities have undertaken several studies on the improvement of the study of chemistry at the secondary and tertiary levels of education. Some amount of progress has been made, as observed from literature reviews (Taber, 2002; Sam, et al., 2016; Ilyas, et al., 2017; Talanquer, 2017), but to a large extent, chemistry is still presented in a formal abstracted manner; sometimes close to being algorithmic, which makes understanding and application of chemical principles, a far-fetched dream for learners. Chemistry is hardly taught with a touch that links formal classroom chemistry to everyday life chemistry. Such non-connective procedures negatively affect students’ desires to learn higher chemistry, as they often cannot connect concepts which are taught abstractly and in isolation to each other to their everyday lives. Therefore, a shift from the robotic traditional insensitive procedures to engaging procedures at the secondary, tertiary, and especially teacher training levels of education is required. This study, which is still on-going, has to a large extent been promoting simple, less costly, learning environments, sometimes with robust equipment, that promote and foster constructivist pedagogies to enable students form their own authentic concepts through fun-filled, engaging social interactions. The implication here is that, new modes of assessments must be developed to meet this new approach to knowledge construction. This presentation will be based only on the engaging approaches that have been evidently useful in the Ghanaian setting and which could be useful in other less endowed communities for knowledge construction and conceptual growth in chemistry. Keywords: chemical principles, communities, constructivism, traditional learning
Hanson, R. & Seheri-Jele, N. (2018). Assessing conceptual change instruction accompanied with concept maps and analogies: A case of acid-base strengths. Journal of Turkish Science Education, 15,
Abstract
The research assessed secondary school students’ conceptions of acid-base strengths by using the conceptual change instruction accompanied with concept maps and analogies. These teaching strategies were employed to help them make unfamiliar events familiar. Within a quasi-experimental design, the sample of the study consisted of 73 secondary school students. Pre- and post-tests were used to collect data. The results showed that the experimental group that took the conceptual change-oriented instruction performed better than the control group. In light of the results, it can be concluded that employing such visuals and interactive materials as concept maps and analogies for achieving conceptual change is effective in generating better understanding of chemistry concepts. Key words: Analogy, conceptual change, concept mapping, misconception, visualization
The research assessed secondary school students’ conceptions of acid-base strengths by using the conceptual change instruction accompanied with concept maps and analogies. These teaching strategies were employed to help them make unfamiliar events familiar. Within a quasi-experimental design, the sample of the study consisted of 73 secondary school students. Pre- and post-tests were used to collect data. The results showed that the experimental group that took the conceptual change-oriented instruction performed better than the control group. In light of the results, it can be concluded that employing such visuals and interactive materials as concept maps and analogies for achieving conceptual change is effective in generating better understanding of chemistry concepts. Key words: Analogy, conceptual change, concept mapping, misconception, visualization
Hanson, R. (2018). Teacher trainees' interpretations of chemical stability and chemical reactivity. International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), 9,
Abstract
This paper reveals teacher trainees’ over-reliance on the octet model. It assesses the nature and possible origins of these conceptions. One hundred and thirty-eight teacher trainees in a teaching university, who were purposely selected, participated in this case study. Instruments used in gathering data were worksheets and focus group interviews. Data obtained were analysed quantitatively and qualitatively. Records of the interviews were transcribed after thematic descriptions. Findings showed that majority of the trainees relied heavily on the full shell concept model, which they imbibed from teachers, and so confused the chemical reactivity framework with that of chemical stability. This led them to pay attention to irrelevant features to the negligence of other authentic reasons in their assigned task. The octet model also led the trainees to reduce the relevant number of propositions that they could have considered as possibilities in differentiating between models. These findings will add to existing knowledge among the science learning community as they are relevant to educators interested in conceptual development and students’ learning progressions. Remediation was recommended to enable the trainees to form proper mental models of the concept of chemical stability and its application through innovative constructivist teaching strategies.
This paper reveals teacher trainees’ over-reliance on the octet model. It assesses the nature and possible origins of these conceptions. One hundred and thirty-eight teacher trainees in a teaching university, who were purposely selected, participated in this case study. Instruments used in gathering data were worksheets and focus group interviews. Data obtained were analysed quantitatively and qualitatively. Records of the interviews were transcribed after thematic descriptions. Findings showed that majority of the trainees relied heavily on the full shell concept model, which they imbibed from teachers, and so confused the chemical reactivity framework with that of chemical stability. This led them to pay attention to irrelevant features to the negligence of other authentic reasons in their assigned task. The octet model also led the trainees to reduce the relevant number of propositions that they could have considered as possibilities in differentiating between models. These findings will add to existing knowledge among the science learning community as they are relevant to educators interested in conceptual development and students’ learning progressions. Remediation was recommended to enable the trainees to form proper mental models of the concept of chemical stability and its application through innovative constructivist teaching strategies.
Safo-Adu, G. & Hanson, R. (2019). Practices and knowledge about environmental sanitation and hygiene among urban dwellers in the Gomoa East District, Ghana. European Journal of Earth and Environment, 6,
Abstract
This study assessed the practices and knowledge about environmental sanitation and hygiene among urban dwellers in Gomoa East District in the Central Region of Ghana. A cross sectional survey research design was adopted for the study. Random sampling technique was used in selecting 360 inhabitants in three urban communities. A structured questionnaire was used for data collection. Descriptive and inferential statistics were used to analyse the data. The study showed that a significant number of respondents (80.8%) had high knowledge about environmental sanitation and hygiene than respondents (2.5 %) with low knowledge. Respondents who had good standard practices regarding environmental sanitation and hygiene were 43 % greater than respondents with poor standard practices. Chi-square test results showed that no association exist between sex and knowledge = 2.32, p = 0.31) and age and knowledge = 2.03, p = 0.36). However, there was significant association between occupation and knowledge ( = 42.10, p=0.00). A Pearson product-moment correlation result showed that there was no relationship between standard practices and knowledge about environmental sanitation and hygiene (r = 0.058, p = 0.274). Major findings of the study leads to a conclusion that even though inhabitants knowledge about environmental sanitation and hygiene was high there was a clear gap between knowledge and actual practices hence the District Environmental Health and sanitation Department in collaboration with Environmental Protection Agency should implement effective behavioral change communication strategy among the urban dwellers to translate knowledge into actual practice. Keywords: Environmental sanitation, Practices, Knowledge, Hygiene, Urban Dwellers.
This study assessed the practices and knowledge about environmental sanitation and hygiene among urban dwellers in Gomoa East District in the Central Region of Ghana. A cross sectional survey research design was adopted for the study. Random sampling technique was used in selecting 360 inhabitants in three urban communities. A structured questionnaire was used for data collection. Descriptive and inferential statistics were used to analyse the data. The study showed that a significant number of respondents (80.8%) had high knowledge about environmental sanitation and hygiene than respondents (2.5 %) with low knowledge. Respondents who had good standard practices regarding environmental sanitation and hygiene were 43 % greater than respondents with poor standard practices. Chi-square test results showed that no association exist between sex and knowledge = 2.32, p = 0.31) and age and knowledge = 2.03, p = 0.36). However, there was significant association between occupation and knowledge ( = 42.10, p=0.00). A Pearson product-moment correlation result showed that there was no relationship between standard practices and knowledge about environmental sanitation and hygiene (r = 0.058, p = 0.274). Major findings of the study leads to a conclusion that even though inhabitants knowledge about environmental sanitation and hygiene was high there was a clear gap between knowledge and actual practices hence the District Environmental Health and sanitation Department in collaboration with Environmental Protection Agency should implement effective behavioral change communication strategy among the urban dwellers to translate knowledge into actual practice. Keywords: Environmental sanitation, Practices, Knowledge, Hygiene, Urban Dwellers.
Safo-Adu, G. & Hanson, R. (2019). Praactices and knowledge about environmental sanitation and hygiene among urban dwellers in the Gomoa East District, Ghana. European Journal of Earth and Environment, 6,
Abstract
This study assessed the practices and knowledge about environmental sanitation and hygiene among urban dwellers in Gomoa East District in the Central Region of Ghana. A cross sectional survey research design was adopted for the study. Random sampling technique was used in selecting 360 inhabitants in three urban communities. A structured questionnaire was used for data collection. Descriptive and inferential statistics were used to analyse the data. The study showed that a significant number of respondents (80.8%) had high knowledge about environmental sanitation and hygiene than respondents (2.5 %) with low knowledge. Respondents who had good standard practices regarding environmental sanitation and hygiene were 43 % greater than respondents with poor standard practices. Chi-square test results showed that no association exist between sex and knowledge = 2.32, p = 0.31) and age and knowledge = 2.03, p = 0.36). However, there was significant association between occupation and knowledge ( = 42.10, p=0.00). A Pearson product-moment correlation result showed that there was no relationship between standard practices and knowledge about environmental sanitation and hygiene (r = 0.058, p = 0.274). Major findings of the study leads to a conclusion that even though inhabitants knowledge about environmental sanitation and hygiene was high there was a clear gap between knowledge and actual practices hence the District Environmental Health and sanitation Department in collaboration with Environmental Protection Agency should implement effective behavioral change communication strategy among the urban dwellers to translate knowledge into actual practice. Keywords: Environmental sanitation, Practices, Knowledge, Hygiene, Urban Dwellers.
This study assessed the practices and knowledge about environmental sanitation and hygiene among urban dwellers in Gomoa East District in the Central Region of Ghana. A cross sectional survey research design was adopted for the study. Random sampling technique was used in selecting 360 inhabitants in three urban communities. A structured questionnaire was used for data collection. Descriptive and inferential statistics were used to analyse the data. The study showed that a significant number of respondents (80.8%) had high knowledge about environmental sanitation and hygiene than respondents (2.5 %) with low knowledge. Respondents who had good standard practices regarding environmental sanitation and hygiene were 43 % greater than respondents with poor standard practices. Chi-square test results showed that no association exist between sex and knowledge = 2.32, p = 0.31) and age and knowledge = 2.03, p = 0.36). However, there was significant association between occupation and knowledge ( = 42.10, p=0.00). A Pearson product-moment correlation result showed that there was no relationship between standard practices and knowledge about environmental sanitation and hygiene (r = 0.058, p = 0.274). Major findings of the study leads to a conclusion that even though inhabitants knowledge about environmental sanitation and hygiene was high there was a clear gap between knowledge and actual practices hence the District Environmental Health and sanitation Department in collaboration with Environmental Protection Agency should implement effective behavioral change communication strategy among the urban dwellers to translate knowledge into actual practice. Keywords: Environmental sanitation, Practices, Knowledge, Hygiene, Urban Dwellers.
Nsiah Asante, J. & Hanson, R. (2018). Exploring Ghanaian children's conservation of number. Journal of Information Technologies and Lifelong Learning (JITLL), 1,
Abstract
The study was based on Piaget’s theory of Cognitive development and the main aim of the study was to find out if Piaget’s theory on children’s number conservation at the concrete stage holds for Ghanaian early children. Fifty-four (54) kindergarten and lower primary school children were randomly selected from three (3) public and two (3) private schools purposively selected from schools in the Winneba Municipality. The procedure used was mainly interview method using some of Piaget’s tasks to test for conservation of number. The 7-8 years old were identified to be conservers of number than the 3-6 years old. Generally, the results supported Piaget’s theory of cognitive development where the older children (7-8 years) performed better than the younger children (3-4 years; 5-6years) at the number tasks. There was also no significant difference on how the public and private school children performed on the number task. In conclusion, the results of this study agree with Piaget’s theory of Cognitive development that the concrete operational stage marks the development of conservation and that the Ghanaian children tested were no different in their cognitive stage as with the Swiss children used by Piaget.
The study was based on Piaget’s theory of Cognitive development and the main aim of the study was to find out if Piaget’s theory on children’s number conservation at the concrete stage holds for Ghanaian early children. Fifty-four (54) kindergarten and lower primary school children were randomly selected from three (3) public and two (3) private schools purposively selected from schools in the Winneba Municipality. The procedure used was mainly interview method using some of Piaget’s tasks to test for conservation of number. The 7-8 years old were identified to be conservers of number than the 3-6 years old. Generally, the results supported Piaget’s theory of cognitive development where the older children (7-8 years) performed better than the younger children (3-4 years; 5-6years) at the number tasks. There was also no significant difference on how the public and private school children performed on the number task. In conclusion, the results of this study agree with Piaget’s theory of Cognitive development that the concrete operational stage marks the development of conservation and that the Ghanaian children tested were no different in their cognitive stage as with the Swiss children used by Piaget.
Sam, A., Eminah, J. K., Hanson, R., & Raheem, K. (2019). Teacher trainees' alternative conceptions about some aspects of coordination chemistry: A case study at the University of Education, Winneba- Ghana. European Journal of Research and Reflection in Educational Studies, 7,
Abstract
Students’ alternative conceptions of some aspects of coordination chemistry namely nomenclature and geometry, geometrical isomerism, bonding and colours in complexes differ greatly from scientific concepts. This study investigated the causes of students’ alternative conceptions and how they express these conceptions in coordination chemistry. A case study design within the Model of Educational Reconstruction (MER) approach was used. The access population were all third-year chemistry pre-service teacher trainees in the University of Education, Winneba (UEW)-Ghana with sample size of fifteen (15) students. A pre-test administered at the beginning of the study in a class of 5 groups, comprising 3 students each over eleven weeks showed that students had alternative conceptions about some aspects of coordination chemistry. The students’ alternative conceptions were derived from two-tiered questions, written tasks and inorganic formulae of some coordination chemistry complexes. The results among others indicated that the causes of the students’ alternative conceptions emanated from their inability to distinguish between 2D and 3D visualisation and the misunderstandings of some inorganic chemistry terms. The study recommended that the coordination chemistry content at UEW has to be well connected in order to give the students a broader basis for conceptual change through meaningful interventional approaches such as Science Writing Heuristics (SWH) and Modelling and Modelling Skills (MMS). Keywords: Alternative conceptions, conceptual change, heuristics, modelling skills.
Students’ alternative conceptions of some aspects of coordination chemistry namely nomenclature and geometry, geometrical isomerism, bonding and colours in complexes differ greatly from scientific concepts. This study investigated the causes of students’ alternative conceptions and how they express these conceptions in coordination chemistry. A case study design within the Model of Educational Reconstruction (MER) approach was used. The access population were all third-year chemistry pre-service teacher trainees in the University of Education, Winneba (UEW)-Ghana with sample size of fifteen (15) students. A pre-test administered at the beginning of the study in a class of 5 groups, comprising 3 students each over eleven weeks showed that students had alternative conceptions about some aspects of coordination chemistry. The students’ alternative conceptions were derived from two-tiered questions, written tasks and inorganic formulae of some coordination chemistry complexes. The results among others indicated that the causes of the students’ alternative conceptions emanated from their inability to distinguish between 2D and 3D visualisation and the misunderstandings of some inorganic chemistry terms. The study recommended that the coordination chemistry content at UEW has to be well connected in order to give the students a broader basis for conceptual change through meaningful interventional approaches such as Science Writing Heuristics (SWH) and Modelling and Modelling Skills (MMS). Keywords: Alternative conceptions, conceptual change, heuristics, modelling skills.
Mak-Mensah, E., Sam, A., & Hanson, R. (2018). Using cooperative learning to enhance pupils’ understanding about the solar system in the Agortime-Ziope District of Ghana. European Journal of Basic and Applied Sciences, 5,
Abstract
Cooperative learning is the instructional use of small groups of learners so that they work together to maximize their own and each other’s learning. This study investigated the use of cooperative learning to enhance the performance of upper primary pupils in science. A mixed method approach with a quasi-experimental design was used. The access population was upper primary pupils from Kortsrala and Takuve D/A primary schools in the Agortime-Ziope district of the Volta region of Ghana with a sample size of 32 pupils. The sample was divided into experimental and control group with each group consisting of sixteen pupils. A pre-test administered at the beginning of the study, showed that both groups had about the same entry point. The experimental group was taught using the cooperative learning method while the control group was taught using the old-fashioned way of teaching. At the end of the four weeks treatment, both groups were post-tested. A whole class interview session was conducted with the experimental group after the post test. Post-test results showed that pupils taught with the cooperative learning approach exhibited high academic performance and thus prove that cooperative learning enhances pupil’s own understanding of concepts. It also showed that using collaborative techniques such as paired or group modeling go further than simply motivating students through other verbal, coercive and independent (individual) work approaches. Keywords: Concepts, cooperative learning, primary school, pupils, solar system.
Cooperative learning is the instructional use of small groups of learners so that they work together to maximize their own and each other’s learning. This study investigated the use of cooperative learning to enhance the performance of upper primary pupils in science. A mixed method approach with a quasi-experimental design was used. The access population was upper primary pupils from Kortsrala and Takuve D/A primary schools in the Agortime-Ziope district of the Volta region of Ghana with a sample size of 32 pupils. The sample was divided into experimental and control group with each group consisting of sixteen pupils. A pre-test administered at the beginning of the study, showed that both groups had about the same entry point. The experimental group was taught using the cooperative learning method while the control group was taught using the old-fashioned way of teaching. At the end of the four weeks treatment, both groups were post-tested. A whole class interview session was conducted with the experimental group after the post test. Post-test results showed that pupils taught with the cooperative learning approach exhibited high academic performance and thus prove that cooperative learning enhances pupil’s own understanding of concepts. It also showed that using collaborative techniques such as paired or group modeling go further than simply motivating students through other verbal, coercive and independent (individual) work approaches. Keywords: Concepts, cooperative learning, primary school, pupils, solar system.
Oppong, E. K. & Hanson, R. (2019). 2-(pentadinyl-1,3)-5-(3,4-dihydroxy-butynyl-1)-thiophene and stigmasterol from the chloroform extract of the root of Blumea aurita var. foliosa. International Journal of Applied Chemistry, 15,
Abstract
A shade-dried pulverised sample of the whole root of Blumea auirta var. foliolosa was exhaustively extracted with cold chloroform. Chromatographic technique was used to purify two compounds. Spectroscopic methods and other analytical techniques identified the compounds as 2-(pentadinyl-1, 3)–5- (3, 4-dihydoxy-butylnyl-1)-thiophene and stigmasterol, a plant sterol. Key words: Chromatography, spectroscopy, Blumea aurita var. foliolosa.
A shade-dried pulverised sample of the whole root of Blumea auirta var. foliolosa was exhaustively extracted with cold chloroform. Chromatographic technique was used to purify two compounds. Spectroscopic methods and other analytical techniques identified the compounds as 2-(pentadinyl-1, 3)–5- (3, 4-dihydoxy-butylnyl-1)-thiophene and stigmasterol, a plant sterol. Key words: Chromatography, spectroscopy, Blumea aurita var. foliolosa.
