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Hanson, R. (2015). Using micro science equipment to facilitate the study of qualitative analysis- a case study in an undergraduate class. European Journal of Basic and Applied Sciences, 2,
Abstract
Analytical chemistry is an important aspect of chemistry as it provides a lot of insight into the constituents and measurements of matter in all fields of science and medicine. Thus its study comprises the practice of qualitative and quantitative analysis which allows learners of science to have an experience of analytical work. However, the growing cost of science resources and the increasing numbers of students make the regular practice of such activities difficult. It drains the resources of schools which attempt to expose their students to practical work. In this interpretive study of quality micro analysis, 46 undergraduate teacher trainees participated in the use of microscience equipment in their forth semester for the identification of ions in solutions. Data to assess the feasibility of the intervention was done through observation, a questionnaire and a semi-structured interview. About 86% of the sample intimated that the micro activities were interactive, easy to use, yielded faster results and was fun to work with. Keywords: Micro science equipment, comboplate, precipitate, analytical.
Analytical chemistry is an important aspect of chemistry as it provides a lot of insight into the constituents and measurements of matter in all fields of science and medicine. Thus its study comprises the practice of qualitative and quantitative analysis which allows learners of science to have an experience of analytical work. However, the growing cost of science resources and the increasing numbers of students make the regular practice of such activities difficult. It drains the resources of schools which attempt to expose their students to practical work. In this interpretive study of quality micro analysis, 46 undergraduate teacher trainees participated in the use of microscience equipment in their forth semester for the identification of ions in solutions. Data to assess the feasibility of the intervention was done through observation, a questionnaire and a semi-structured interview. About 86% of the sample intimated that the micro activities were interactive, easy to use, yielded faster results and was fun to work with. Keywords: Micro science equipment, comboplate, precipitate, analytical.
Hanson, R. & Amedeker, K.
Faculty Seminar. Lectire Hall 2, Department of Science Education Block, South Campus, Winneba, Ghana 29th April, 2015
Paper presented:
Using micro chemistry activities to enhance students; ideas about acids
Abstract
Hanson, R., (2014). Teaching with innovation: Enhancing conceptual understanding through the use of micro science equipment in a hybrid online chemistry course. C. A. Shoniregun & G. A. Akmayeva Canada International Conference on Education CICE- 2014. Nova Scotia, Canada: Infonomics Society.
Abstract
Modern day teaching and the increasing spate of technology demands that a multi-faceted approach to teaching is adopted by teaching universities. Some of the innovations could be in the areas of introduction or harnessing of technology. This study reports on the views and experiences of teacher-trainees who participated in a summative evaluation of a hybrid online course fused with the use of micro science equipment for practical activities in their undergraduate training. The Micro Science Equipment (MSE) was distributed to 78 hybrid online chemistry teacher-trainees to use in performing MSE activities that accompanied their MSE curriculum materials at their convenience. The design and implementation of the hybrid e-learning approach was based on Salmon’s e-moderation as well as Gagne’s nine events of learning. The study was a design-based research which used triangulation procedures involving achievement tests, questionnaires and semi-structured interviews. Qualitative methods were used to assess the effectiveness of the intervention. Eight major misconceptions in periodic chemistry were identified. The results of the study indicated a massive improvement in students’ responses to concept-based questions. It also informed that supporting online chemistry learning with appropriate accompanying resources enhance conceptual understanding.
Modern day teaching and the increasing spate of technology demands that a multi-faceted approach to teaching is adopted by teaching universities. Some of the innovations could be in the areas of introduction or harnessing of technology. This study reports on the views and experiences of teacher-trainees who participated in a summative evaluation of a hybrid online course fused with the use of micro science equipment for practical activities in their undergraduate training. The Micro Science Equipment (MSE) was distributed to 78 hybrid online chemistry teacher-trainees to use in performing MSE activities that accompanied their MSE curriculum materials at their convenience. The design and implementation of the hybrid e-learning approach was based on Salmon’s e-moderation as well as Gagne’s nine events of learning. The study was a design-based research which used triangulation procedures involving achievement tests, questionnaires and semi-structured interviews. Qualitative methods were used to assess the effectiveness of the intervention. Eight major misconceptions in periodic chemistry were identified. The results of the study indicated a massive improvement in students’ responses to concept-based questions. It also informed that supporting online chemistry learning with appropriate accompanying resources enhance conceptual understanding.
Hanson, R. (2015). Identifying students' alternative concepts in basic chemical bonding- A case study of teacher trainees in the University of Education, Winneba. International Journal of Innovative Research and Development, 4,
Abstract
The study developed a diagnostic instrument to identify misconceptions that teacher trainees have of chemistry topics in relation to ionic and covalent bonding. Students’ initial ideas on these topics were collated through classroom discourse, Treagust’s (1988) and Tan and Treagust’s (1999) adapted diagnostic tests, concept maps and whole class interviews during the first week of interaction with teacher trainees in 2011. These data were used to produce 20 two-tier multiple choice items in four concept areas. The test had a Cronbach alpha reliability of 0.75. Item difficulties ranged from 0.12 to 0.65. Discrimination values ranged from 0.32-0.60. The diagnostic instrument was administered to 98 undergraduate teacher trainees in their second year of chemistry education at the University of Education, Winneba. The participants’ scores on each item were analysed by simple percentages to identify their misconceptions on basic chemical bonding and structure. The identified alternative concepts have been presented and discussed and possible teaching remedies suggested. Keywords: Chemical bonding, two-tiered test, multiple choice test, alternative concept
The study developed a diagnostic instrument to identify misconceptions that teacher trainees have of chemistry topics in relation to ionic and covalent bonding. Students’ initial ideas on these topics were collated through classroom discourse, Treagust’s (1988) and Tan and Treagust’s (1999) adapted diagnostic tests, concept maps and whole class interviews during the first week of interaction with teacher trainees in 2011. These data were used to produce 20 two-tier multiple choice items in four concept areas. The test had a Cronbach alpha reliability of 0.75. Item difficulties ranged from 0.12 to 0.65. Discrimination values ranged from 0.32-0.60. The diagnostic instrument was administered to 98 undergraduate teacher trainees in their second year of chemistry education at the University of Education, Winneba. The participants’ scores on each item were analysed by simple percentages to identify their misconceptions on basic chemical bonding and structure. The identified alternative concepts have been presented and discussed and possible teaching remedies suggested. Keywords: Chemical bonding, two-tiered test, multiple choice test, alternative concept
Oppong, E. K. & Hanson, R. (2015). Assessment of the quality and yield of essential oils from Lippia multiflora (Gambia tea bush) for use in the cosmetic and perfumery industry. International Journal of Applied Chemistry, 11,
Abstract
Essential oils extracted from the fresh leaves of Lippia multiflora collected from different locations in Ghana were studied. Steam distillation techniques was employed in extracting the oils from the leaves of L. multiflora collected from the different localities. The oils were dried with anhydrous sodium sulphate. Percentage yields of oils from the different locations were calculated. Refractometer, lnfra-red spectrometer, gas chromatography and gas chromatograph linked to a mass spectrometer (GC/MS) were used to analyze the oils for their chemical composition. The oils from different locations showed large variations in yield and chemical composition. Samples of oils were used in the preparation of pomade with petroleum jelly as a base and to formulate simple perfumes. The acceptability of the cosmetic products was evaluated through simple sensory test. Keywords: Steam distillation, refractometer, Gas chromategraphy, Infra-red spectrometer, Mass spectrometer.
Essential oils extracted from the fresh leaves of Lippia multiflora collected from different locations in Ghana were studied. Steam distillation techniques was employed in extracting the oils from the leaves of L. multiflora collected from the different localities. The oils were dried with anhydrous sodium sulphate. Percentage yields of oils from the different locations were calculated. Refractometer, lnfra-red spectrometer, gas chromatography and gas chromatograph linked to a mass spectrometer (GC/MS) were used to analyze the oils for their chemical composition. The oils from different locations showed large variations in yield and chemical composition. Samples of oils were used in the preparation of pomade with petroleum jelly as a base and to formulate simple perfumes. The acceptability of the cosmetic products was evaluated through simple sensory test. Keywords: Steam distillation, refractometer, Gas chromategraphy, Infra-red spectrometer, Mass spectrometer.
Hanson, R. & Oppong, E. K (2014). Chemistry teacher-trainees' interpretation of safety rules and symbols- a case study in Ghana. International Journal of Innovative Research and Development, 3,
Abstract
Abstract: The purpose of this paper was to sensitise laboratory instructors and teachers on the need to take seriously the teaching of laboratory rules and safety symbols to students. It reports on the understanding that 34 chemistry undergraduate teacher trainees have about laboratory safety rules and symbols in a study. The research was a mini survey which employed the exploratory design. A questionnaire was used to gather data toassess the situation. Analysis of the data revealed that 23 (67.65%) of the participants had a fair understanding of safety rules while 24 (70%) could interpret safety symbols. The wrong interpretations wee however very bizarre. It is recommended that teacher and lab instructors make the teaching of laboratory procedures a prerequisite topic before the commencement of experimental work in the laboratory. Keywords: biohazard, corrosive, radioactivity,safety rules, safety symbols
Abstract: The purpose of this paper was to sensitise laboratory instructors and teachers on the need to take seriously the teaching of laboratory rules and safety symbols to students. It reports on the understanding that 34 chemistry undergraduate teacher trainees have about laboratory safety rules and symbols in a study. The research was a mini survey which employed the exploratory design. A questionnaire was used to gather data toassess the situation. Analysis of the data revealed that 23 (67.65%) of the participants had a fair understanding of safety rules while 24 (70%) could interpret safety symbols. The wrong interpretations wee however very bizarre. It is recommended that teacher and lab instructors make the teaching of laboratory procedures a prerequisite topic before the commencement of experimental work in the laboratory. Keywords: biohazard, corrosive, radioactivity,safety rules, safety symbols
Hanson, R. (2014). The impact and challenges of integrating micro chemistry experiments into e-learning. International Journal for Cross-Disciplinary Subjects in Education, Special Issue, 4,
Abstract
Abstract The impact of technology on society is as old as the emergence of radios televisions and telephones. Technology has spread from our homes to schools, work places, grocery shops and wherever human presence can be found in broader and more complex dimensions now. It is therefore important that educational institutions formally and consciously integrate innovative technology into modern day teaching. Some of the innovations could be in harnessing technology to solve the problem of large class size and non-availability of science equipment in less resourced institutions and deprived communities. This study reports on the views and experiences of teacher-trainees in an undergraduate course, who participated in a hybrid online course integrated with micro chemistry equipment activities. In this study, Micro Chemistry Equipment (MCE) was distributed to 78 online chemistry teacher-trainees to enable them perform activities that accompanied their online curriculum materials at their convenience. The study was a design-based research which used triangulation procedures involving achievement tests, observations, questionnaires and semi-structured interviews to gather data for the analysis of the effectiveness of integrated MCE in an online course. The results of the study indicated a massive improvement in teacher-trainees’ responses to chemistry concept-based questions in analytical chemistry. The study informed that supporting online chemistry learning with appropriate resources enhance conceptual understanding. The teacher- trainees also learned new ways of designing and conducting chemistry practical work as an added benefit from their participation in the study.
Abstract The impact of technology on society is as old as the emergence of radios televisions and telephones. Technology has spread from our homes to schools, work places, grocery shops and wherever human presence can be found in broader and more complex dimensions now. It is therefore important that educational institutions formally and consciously integrate innovative technology into modern day teaching. Some of the innovations could be in harnessing technology to solve the problem of large class size and non-availability of science equipment in less resourced institutions and deprived communities. This study reports on the views and experiences of teacher-trainees in an undergraduate course, who participated in a hybrid online course integrated with micro chemistry equipment activities. In this study, Micro Chemistry Equipment (MCE) was distributed to 78 online chemistry teacher-trainees to enable them perform activities that accompanied their online curriculum materials at their convenience. The study was a design-based research which used triangulation procedures involving achievement tests, observations, questionnaires and semi-structured interviews to gather data for the analysis of the effectiveness of integrated MCE in an online course. The results of the study indicated a massive improvement in teacher-trainees’ responses to chemistry concept-based questions in analytical chemistry. The study informed that supporting online chemistry learning with appropriate resources enhance conceptual understanding. The teacher- trainees also learned new ways of designing and conducting chemistry practical work as an added benefit from their participation in the study.
Hanson, R. (2014). Using small scale chemistry equipment for the study of some organic chemistry topics: a case study in an undergraduate class in Ghana. Journal of Education and Practice, 5,
Abstract
Abstract Practical work increases comprehension of scientific concepts and so is advocated as an important factor in the teaching and learning of especially chemistry, where most concepts appear abstract. Yet the growing cost of science materials and increasing numbers of students make the regular and efficient performance of chemistry activities difficult. In this study, small scale equipment was introduced in an undergraduate class to access its feasibility for adoption in all chemistry activities. 110 students participated in the study for a semester. Data to assess the feasibility of the intervention was gathered through a questionnaire and interview schedule. About 79% of the sample agreed that it was feasible, fun and easy to use the small scale equipment. They added that it allowed more time for discussions as activities were accomplished in relatively shorter times. Keywords: aldehydes, benzoic acid, ketones, organic chemicals, small scale chemistry equipment,
Abstract Practical work increases comprehension of scientific concepts and so is advocated as an important factor in the teaching and learning of especially chemistry, where most concepts appear abstract. Yet the growing cost of science materials and increasing numbers of students make the regular and efficient performance of chemistry activities difficult. In this study, small scale equipment was introduced in an undergraduate class to access its feasibility for adoption in all chemistry activities. 110 students participated in the study for a semester. Data to assess the feasibility of the intervention was gathered through a questionnaire and interview schedule. About 79% of the sample agreed that it was feasible, fun and easy to use the small scale equipment. They added that it allowed more time for discussions as activities were accomplished in relatively shorter times. Keywords: aldehydes, benzoic acid, ketones, organic chemicals, small scale chemistry equipment,
Hanson, R. (2014). Enhancing conceptual understanding through individual micro chemistry experimentation and motivation in a Ghanaian senior high school. Projournal of Natural Science Research, 2,
Abstract
ABSTRACT This study investigated the use of individual learning approach through micro chemistry experimentation in a senior high school (secondary) school to increase students’ motivation and understanding of some chemistry concepts. Two groups of second year chemistry students in a Winneba senior high school, designated as experimental and control groups, participated. The experimental group (N=32) worked individually while the control group (N=34) worked in groups of four as pertains in most secondary schools. The research design was a pre-test-post- test equivalent intact class design. Concept tests, a practical class questionnaire and a motivation questionnaire were used in gathering data for the study. Findings indicated that the micro chemistry approach had the potential to enhance the understanding of chemistry concepts during instruction, especially, if students worked individually to build their own concepts. There was no significant difference in motivation among the students in both groups.
ABSTRACT This study investigated the use of individual learning approach through micro chemistry experimentation in a senior high school (secondary) school to increase students’ motivation and understanding of some chemistry concepts. Two groups of second year chemistry students in a Winneba senior high school, designated as experimental and control groups, participated. The experimental group (N=32) worked individually while the control group (N=34) worked in groups of four as pertains in most secondary schools. The research design was a pre-test-post- test equivalent intact class design. Concept tests, a practical class questionnaire and a motivation questionnaire were used in gathering data for the study. Findings indicated that the micro chemistry approach had the potential to enhance the understanding of chemistry concepts during instruction, especially, if students worked individually to build their own concepts. There was no significant difference in motivation among the students in both groups.
Botchwey, G.K.A (2014). Challenging our Simplistic Notions of Community? A Snapshot of Dynamics and Livelihood Struggles from Dumase Community, Ghana. Ghana Journal of Development Studies, 11,
Abstract
Conceptions of community tend to influence community development activities and outcomes. However, it appears many community development practitioners gloss over these and operate with a homogenising mindset in rural communities that may appear very simple to the outsider. This paper undertakes a qualitative study of a rural community that has been seriously affected by surface mining problems in the western region of Ghana. It analyses how community dynamics seem to have led to negative reinforcements at the local level, and how these have stalled effective community level responses to the surface mining problems. The findings reveal that collective action is not automatic; community interests may also diverge even in rural settings that may seem laid back to the casual observer. The paper argues that a lack of in-depth understanding of community dynamics is likely to produce ineffective responses to community problems. Community development workers may therefore need to abandon simplistic, homogenizing and harmonious notions of community and strive to gain more realistic understanding of community dynamics in order to achieve development objectives.
Conceptions of community tend to influence community development activities and outcomes. However, it appears many community development practitioners gloss over these and operate with a homogenising mindset in rural communities that may appear very simple to the outsider. This paper undertakes a qualitative study of a rural community that has been seriously affected by surface mining problems in the western region of Ghana. It analyses how community dynamics seem to have led to negative reinforcements at the local level, and how these have stalled effective community level responses to the surface mining problems. The findings reveal that collective action is not automatic; community interests may also diverge even in rural settings that may seem laid back to the casual observer. The paper argues that a lack of in-depth understanding of community dynamics is likely to produce ineffective responses to community problems. Community development workers may therefore need to abandon simplistic, homogenizing and harmonious notions of community and strive to gain more realistic understanding of community dynamics in order to achieve development objectives.
