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Twumasi, A. K. & Hanson, R. (2018). Assessment of hands-on activities on students' achievement and attitude towards chemical bonding. International Journal of Innovative Research & Development, 7,
Abstract
The study assessed the efficacy of hands-on activities on students’ academic achievement and attitude in learning ionic and covalent bonds in a senior high and a technical school in Ghana. The sample size for the study was 30 and comprised of 22 males and 8 females who were purposely sampled for the study. The main instruments used to collect data were tests, interviews and questionnaire. The various hands-on activities employed included writing Lewis dot structures, drawing diagrams for ionic bonds and covalent bonds, tug of war, modelling with ball and sticks as well as calculation of electronegativity differences. Statistical analyses showed that students scored significantly higher scores (t = -6.32; p < 0.05) in the post-test than in the pretest. Also, a gain of 3.83 was obtained for the post test over the mean score of the pre–test. This confirmed that the treatment strategy significantly improved students’ performance in learning chemical bonding through the interactive hands-on activities. The study also revealed that hands-on learning increased students’ interest to read chemistry, facilitated understanding and recall of chemical concepts, made lesson more exciting and led to positive motivational outcomes. Furthermore, the activities engaged students, made them critical thinkers, and enhanced their learning skills. Key words: Academic achievement, covalent bond, Hands-on activities, ionic bond
The study assessed the efficacy of hands-on activities on students’ academic achievement and attitude in learning ionic and covalent bonds in a senior high and a technical school in Ghana. The sample size for the study was 30 and comprised of 22 males and 8 females who were purposely sampled for the study. The main instruments used to collect data were tests, interviews and questionnaire. The various hands-on activities employed included writing Lewis dot structures, drawing diagrams for ionic bonds and covalent bonds, tug of war, modelling with ball and sticks as well as calculation of electronegativity differences. Statistical analyses showed that students scored significantly higher scores (t = -6.32; p < 0.05) in the post-test than in the pretest. Also, a gain of 3.83 was obtained for the post test over the mean score of the pre–test. This confirmed that the treatment strategy significantly improved students’ performance in learning chemical bonding through the interactive hands-on activities. The study also revealed that hands-on learning increased students’ interest to read chemistry, facilitated understanding and recall of chemical concepts, made lesson more exciting and led to positive motivational outcomes. Furthermore, the activities engaged students, made them critical thinkers, and enhanced their learning skills. Key words: Academic achievement, covalent bond, Hands-on activities, ionic bond
Hanson, R.
International Teacher Education Conference. Harvard University, Boston, Massachussetts, U.S.A August 16-19, 2017
Paper presented:
Using activity worksheets to unearth 10th grade students’ perceptions about word chemical equations
Abstract
An in-depth constructivist and interpretive study was carried out with 31 students from a Ghanaian High School over a period of three weeks in order to elicit their interpretations, concerns, and constructions of word equations. This was a qualitative research to generate, analyse, and interpret data from individual narratives and translate ideas belonging to a community to represent discourses of that community. Results indicated that psychological, cognitive and language issues affected students’ conception. Their capacity to reason was linked to both concept, structure and strategies for presenting analysis.
An in-depth constructivist and interpretive study was carried out with 31 students from a Ghanaian High School over a period of three weeks in order to elicit their interpretations, concerns, and constructions of word equations. This was a qualitative research to generate, analyse, and interpret data from individual narratives and translate ideas belonging to a community to represent discourses of that community. Results indicated that psychological, cognitive and language issues affected students’ conception. Their capacity to reason was linked to both concept, structure and strategies for presenting analysis.
Hanson, R., (2017). Assessing the potential of worksheets as a tool for revealing teacher trainees' conceptions about chemical bondsconceptions. C. A. Shoniregun & G. A. Akmayeva Canada International Conference on Education (CICE-2017). UK: Infonomics Society.
Abstract
The conceptions held by undergraduate teacher trainees about basic types of chemical bonds are investigated in this paper. The research was carried out with 95 first year Chemistry education teacher trainees purposely chosen from two teacher training institutions. Participants worked on worksheets which showed figures of compounds with different kinds of chemical bonds after which their answers were scored and interpreted in order to understand the possible reasons behind their choices. Results from the activity indicated that more than 80% of the chemistry education trainees had vernacular and conceptual misconceptions about basic chemical bonding, which stemmed from their environment, text books and teachers. Some suggestions were made for more effective teaching approaches to enhance teacher trainees’ conceptual understanding of chemical bonds.
The conceptions held by undergraduate teacher trainees about basic types of chemical bonds are investigated in this paper. The research was carried out with 95 first year Chemistry education teacher trainees purposely chosen from two teacher training institutions. Participants worked on worksheets which showed figures of compounds with different kinds of chemical bonds after which their answers were scored and interpreted in order to understand the possible reasons behind their choices. Results from the activity indicated that more than 80% of the chemistry education trainees had vernacular and conceptual misconceptions about basic chemical bonding, which stemmed from their environment, text books and teachers. Some suggestions were made for more effective teaching approaches to enhance teacher trainees’ conceptual understanding of chemical bonds.
Hanson, R. (2017). Unearthing Conceptions about Types of Chemical Bonding Through the Use of Tiered Worksheets – A Case Study. International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), 8,
Abstract
The use of tiered worksheets and interpretive procedures to find out teacher trainees’ conceptions about basic types of chemical bonds are presented in this paper. The research was carried out with 71 first year Chemistry education teacher trainees purposely sampled from two teaching universities. Their answers were analysed in order to understand their knowledge structures about chemical bonding. Results from the activity indicated that more than 88% of the chemistry education teacher trainees had some misconceptions about chemical bonding, which stemmed from their idiosyncratic interpretations about the nature of matter. The requirement for justification of answers which was embedded in the second tier unearthed these misconceptions. Some suggestions were made for other effective teaching approaches to enhance the trainees’ conceptual understanding of chemical bonds.
The use of tiered worksheets and interpretive procedures to find out teacher trainees’ conceptions about basic types of chemical bonds are presented in this paper. The research was carried out with 71 first year Chemistry education teacher trainees purposely sampled from two teaching universities. Their answers were analysed in order to understand their knowledge structures about chemical bonding. Results from the activity indicated that more than 88% of the chemistry education teacher trainees had some misconceptions about chemical bonding, which stemmed from their idiosyncratic interpretations about the nature of matter. The requirement for justification of answers which was embedded in the second tier unearthed these misconceptions. Some suggestions were made for other effective teaching approaches to enhance the trainees’ conceptual understanding of chemical bonds.
Hanson, R.
Canada International Conference on Education (CICE-2017) Edited By Charles A. Shoniregun Galyna A. Akmayeva Collated By Holly Green Glen Potter CICE ©. University of Toronto, Mississauga, Ontario, Canada June 26-29, 2017
Paper presented:
Assessing the potential of worksheets as a tool for revealing teacher trainees' conceptions about chemical bonds
Abstract
The conceptions held by undergraduate teacher trainees about basic types of chemical bonds are investigated in this paper. The research was carried out with 95 first year Chemistry education teacher trainees purposely chosen from two teacher training institutions. Participants worked on worksheets which showed figures of compounds with different kinds of chemical bonds after which their answers were scored and interpreted in order to understand the possible reasons behind their choices. Results from the activity indicated that more than 80% of the chemistry education trainees had vernacular and conceptual misconceptions about basic chemical bonding, which stemmed from their environment, text books and teachers. Some suggestions were made for more effective teaching approaches to enhance teacher trainees’ conceptual understanding of chemical bonds.
The conceptions held by undergraduate teacher trainees about basic types of chemical bonds are investigated in this paper. The research was carried out with 95 first year Chemistry education teacher trainees purposely chosen from two teacher training institutions. Participants worked on worksheets which showed figures of compounds with different kinds of chemical bonds after which their answers were scored and interpreted in order to understand the possible reasons behind their choices. Results from the activity indicated that more than 80% of the chemistry education trainees had vernacular and conceptual misconceptions about basic chemical bonding, which stemmed from their environment, text books and teachers. Some suggestions were made for more effective teaching approaches to enhance teacher trainees’ conceptual understanding of chemical bonds.
Hanson, R.
Canada International Conference on Education (CICE-2017) Edited By Charles A. Shoniregun Galyna A. Akmayeva Collated By Holly Green Glen Potter CICE ©. University of Toronto, Mississauga, Ontario, Canada June 26-29, 2017
Paper presented:
Assessing the potential of worksheets as a tool for revealing teacher trainees' conceptions about chemical bonds
Abstract
The conceptions held by undergraduate teacher trainees about basic types of chemical bonds are investigated in this paper. The research was carried out with 95 first year Chemistry education teacher trainees purposely chosen from two teacher training institutions. Participants worked on worksheets which showed figures of compounds with different kinds of chemical bonds after which their answers were scored and interpreted in order to understand the possible reasons behind their choices. Results from the activity indicated that more than 80% of the chemistry education trainees had vernacular and conceptual misconceptions about basic chemical bonding, which stemmed from their environment, text books and teachers. Some suggestions were made for more effective teaching approaches to enhance teacher trainees’ conceptual understanding of chemical bonds.
The conceptions held by undergraduate teacher trainees about basic types of chemical bonds are investigated in this paper. The research was carried out with 95 first year Chemistry education teacher trainees purposely chosen from two teacher training institutions. Participants worked on worksheets which showed figures of compounds with different kinds of chemical bonds after which their answers were scored and interpreted in order to understand the possible reasons behind their choices. Results from the activity indicated that more than 80% of the chemistry education trainees had vernacular and conceptual misconceptions about basic chemical bonding, which stemmed from their environment, text books and teachers. Some suggestions were made for more effective teaching approaches to enhance teacher trainees’ conceptual understanding of chemical bonds.
Hanson, R., Antwi, V. & Ayim, G. (2017). The Potential of integrating ICT into the Teaching and Learning of Chemical Bonds in Senior High Schools in Ghana – A Case study. International Journal of Scientific Research in Science and Technology, 3,
Abstract
This study was undertaken to investigate the potential of integrating Information and Communication Technology (ICT) into the teaching and learning of chemical bonding. Chemical bonding is a topic which is abstract in nature and requires the introduction of tangible elements to enable students build mental models for conceptual understanding. Nowadays, students spend more time with technological tools and prefer to use them in performing tasks and so this was tapped upon. Thirty students of Keta Senior High School in Keta, Ghana, who were randomly selected and three chemistry teachers purposely chosen, participated in the study. It employed both qualitative and quantitative methods for collection of data through pre- and post-tests, and the administration of an opinion questionnaire to assess improvement in performance after a chemistry software was used to teach the concept of chemical bonds. The integration of ICT into the teaching and learning of chemical bonds had the potential to reduce its abstraction while allowing students the premise to apply technologies that they were familiar with. Majority of the students (about 95%) had higher marks during the post test. Keywords: Chemical Bonding, Conceptual understanding, ICT. Ghana
This study was undertaken to investigate the potential of integrating Information and Communication Technology (ICT) into the teaching and learning of chemical bonding. Chemical bonding is a topic which is abstract in nature and requires the introduction of tangible elements to enable students build mental models for conceptual understanding. Nowadays, students spend more time with technological tools and prefer to use them in performing tasks and so this was tapped upon. Thirty students of Keta Senior High School in Keta, Ghana, who were randomly selected and three chemistry teachers purposely chosen, participated in the study. It employed both qualitative and quantitative methods for collection of data through pre- and post-tests, and the administration of an opinion questionnaire to assess improvement in performance after a chemistry software was used to teach the concept of chemical bonds. The integration of ICT into the teaching and learning of chemical bonds had the potential to reduce its abstraction while allowing students the premise to apply technologies that they were familiar with. Majority of the students (about 95%) had higher marks during the post test. Keywords: Chemical Bonding, Conceptual understanding, ICT. Ghana
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.
