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Sam, A., (2021). Educational reconstruction of aspects of Coordination Chemistry in higher education.
Abstract
The study was designed to investigate students’ conceptions of some aspects of coordination chemistry namely nomenclature and geometry, isomerism, bonding and colours of complexes. In order to change students’ conceptions, their ideas were systematically related to scientific concepts, and the alternative conceptions that arose at each step, clarified with respect to students’ own naive conceptions as a starting point. This step-wise relation of scientific concepts alongside students’ own conceptions was re-ordered (reconstructed) to attain a content structure adapted to the students’ previous knowledge. Such an approach was used in this study as a guide for teaching and learning through a case study within the MER approach. The interpretive-qualitative methodology was used in this study. The participants in the study were third-year chemistry students in UEW, who took the coordination chemistry course in the second semesters of the 2014/2015 and 2015/2016 academic years. Forty-four (44) students, comprising thirty-eight males and six females were selected for the study. Purposive sampling technique was used to select the participants for the study. Students’ conceptions on naming of complexes and geometrical complexes, isomerism, bonding in complexes and colours were sampled in a class of students studying coordination chemistry and put in 5 groups of 3 to 5 students each over eleven (11) week period. The main instruments used were test-items, scientists’ (document analysis) perspectives on coordination chemistry, pen and paper tasks, and students’ drawings. All the data were gathered with audio/video equipment, transcribed and investigated by qualitative content analysis. The MAXQDA (version 11) for windows was used to analyse the data. The overall findings among others indicated that, the students had some difficulties in transforming between 2D and 3D visualisations. Based on the intervention approaches (SWH and MMS) adopted, the students correctly conceptualised the nomenclature/geometry, isomerism, bonding and colour topics associated with coordination chemistry. Also, the participants could discern the re-arrangement of objects through rotations and transformations of 3D figures into 2D structures on paper and vice versa. Among other issues, it was recommended that the coordination chemistry content at UEW, should be well connected in order to give the students a broader basis for conceptual change through heuristics and modelling skills.
The study was designed to investigate students’ conceptions of some aspects of coordination chemistry namely nomenclature and geometry, isomerism, bonding and colours of complexes. In order to change students’ conceptions, their ideas were systematically related to scientific concepts, and the alternative conceptions that arose at each step, clarified with respect to students’ own naive conceptions as a starting point. This step-wise relation of scientific concepts alongside students’ own conceptions was re-ordered (reconstructed) to attain a content structure adapted to the students’ previous knowledge. Such an approach was used in this study as a guide for teaching and learning through a case study within the MER approach. The interpretive-qualitative methodology was used in this study. The participants in the study were third-year chemistry students in UEW, who took the coordination chemistry course in the second semesters of the 2014/2015 and 2015/2016 academic years. Forty-four (44) students, comprising thirty-eight males and six females were selected for the study. Purposive sampling technique was used to select the participants for the study. Students’ conceptions on naming of complexes and geometrical complexes, isomerism, bonding in complexes and colours were sampled in a class of students studying coordination chemistry and put in 5 groups of 3 to 5 students each over eleven (11) week period. The main instruments used were test-items, scientists’ (document analysis) perspectives on coordination chemistry, pen and paper tasks, and students’ drawings. All the data were gathered with audio/video equipment, transcribed and investigated by qualitative content analysis. The MAXQDA (version 11) for windows was used to analyse the data. The overall findings among others indicated that, the students had some difficulties in transforming between 2D and 3D visualisations. Based on the intervention approaches (SWH and MMS) adopted, the students correctly conceptualised the nomenclature/geometry, isomerism, bonding and colour topics associated with coordination chemistry. Also, the participants could discern the re-arrangement of objects through rotations and transformations of 3D figures into 2D structures on paper and vice versa. Among other issues, it was recommended that the coordination chemistry content at UEW, should be well connected in order to give the students a broader basis for conceptual change through heuristics and modelling skills.
Twumasi, A. K., Hanson, R., Sam, A., Quayson, C., & Nartey, E. (2021). Teacher trainees’ alternative conceptions about intermolecular forces. International Journal of Innovative Science and Technology, 6,
Abstract
The study assessed the alternative conceptions that first-year teacher trainees have about intermolecular forces. Descriptive research design was adopted to examine the current situation as it exist. The sample involved 82 first-year chemistry major teacher trainees in the University of Education, Winneba. Purposively sampling technique was used to select students for the study. This is because most of them performed poorly in a pre-assessment test organised for them. Test was the main instrument for data collection. Simple percentages was used to analyse the data. The results indicated that 26% and 37% of the teacher trainees had alternative conceptions on Ion –dipole interaction and London dispersion forces, respectively. Also, more than 50% of the teacher trainees demonstrated alternative conceptions on hydrogen bonding. Some alternative conceptions identified in this study included: interactions between oppositely charged species give ionic bonds, London dispersion force occurs within a single molecule rather than between molecules, Covalent –ionic interaction is the major intermolecular force that exists in different I2 molecules, and the perception that any molecule which contains ‘O’ and ‘H’ forms hydrogen bonding irrespective of their position in the molecule (especially with organic structures used in the study). Another was that Hydrogen bonding only exists between ‘O’ and ‘H’ but not between N-H and F-H. It is recommended that science educators should develop appropriate interventions to improve students learning in intermolecular forces. Keywords:- Intermolecular Forces, Alternative Conceptions, Hydrogen Bonding, London Dispersion Forces.
The study assessed the alternative conceptions that first-year teacher trainees have about intermolecular forces. Descriptive research design was adopted to examine the current situation as it exist. The sample involved 82 first-year chemistry major teacher trainees in the University of Education, Winneba. Purposively sampling technique was used to select students for the study. This is because most of them performed poorly in a pre-assessment test organised for them. Test was the main instrument for data collection. Simple percentages was used to analyse the data. The results indicated that 26% and 37% of the teacher trainees had alternative conceptions on Ion –dipole interaction and London dispersion forces, respectively. Also, more than 50% of the teacher trainees demonstrated alternative conceptions on hydrogen bonding. Some alternative conceptions identified in this study included: interactions between oppositely charged species give ionic bonds, London dispersion force occurs within a single molecule rather than between molecules, Covalent –ionic interaction is the major intermolecular force that exists in different I2 molecules, and the perception that any molecule which contains ‘O’ and ‘H’ forms hydrogen bonding irrespective of their position in the molecule (especially with organic structures used in the study). Another was that Hydrogen bonding only exists between ‘O’ and ‘H’ but not between N-H and F-H. It is recommended that science educators should develop appropriate interventions to improve students learning in intermolecular forces. Keywords:- Intermolecular Forces, Alternative Conceptions, Hydrogen Bonding, London Dispersion Forces.
Sam, A. & Duncan, B (2022). Assessment of human specimen heavy metals of some selected e-waste miners in Ghana. Elixir Pollution, 162,
Abstract
The purpose of this study was to assess the heavy metals in blood and urine samples of some selected electronic miners (e-miners) in Accra-Ghana. An assessment of heavy metal concentrations in exposed workers is essential in order to monitor and reveal the impact of these metals on human health. Fifty (50) samples of human blood and urine were taken to the laboratory and stored at 4°C until digestion and analysis processes. The results obtained showed that, generally, respondents had more amounts of Cu in their urine (Mean = 0.1844, SD = 0.1245), Cr (Mean = 3.373, SD = 0.8229) in their blood. The study concluded that there is the need for immediate intervention by government and stakeholders for the sake of the community and environment at large. Based on the findings it was recommended immediate government intervention in terms of controlling and regulating the activities of the metal scrap miners with regards to both means of collection and disposal/burning. Further, NGOs, corporate organisation and individuals with the necessary resources can provide capacity training for the elderly involved with such trades. Finally, the capacity of the metal scrap recycling plant has to be enlarged or more of such plants should be built by the government.
The purpose of this study was to assess the heavy metals in blood and urine samples of some selected electronic miners (e-miners) in Accra-Ghana. An assessment of heavy metal concentrations in exposed workers is essential in order to monitor and reveal the impact of these metals on human health. Fifty (50) samples of human blood and urine were taken to the laboratory and stored at 4°C until digestion and analysis processes. The results obtained showed that, generally, respondents had more amounts of Cu in their urine (Mean = 0.1844, SD = 0.1245), Cr (Mean = 3.373, SD = 0.8229) in their blood. The study concluded that there is the need for immediate intervention by government and stakeholders for the sake of the community and environment at large. Based on the findings it was recommended immediate government intervention in terms of controlling and regulating the activities of the metal scrap miners with regards to both means of collection and disposal/burning. Further, NGOs, corporate organisation and individuals with the necessary resources can provide capacity training for the elderly involved with such trades. Finally, the capacity of the metal scrap recycling plant has to be enlarged or more of such plants should be built by the government.
1. Adjei, F., Hanson, R., Sam, A., & Sedegah, S. (2022). The use of collaborative approaches on students’ performance in redox reactions. Science Educational International, 33,
Abstract
This study investigated the use of collaborative instructional approaches on form two science students’ performance in redox reactions. The sample for this study consisted of 106 science students from Winneba Senior High School in Ghana. The sample was selected from two intact classes in the school. After a pre-test organized for both classes, the class with the lower average score was assigned as the experimental group and the other class assigned the control group. Interviews, questionnaires, and tests were used as the main instruments to collect data for the study. The reliability of the questionnaire, pre-test, and post-test items which were determined using Cronbach alpha ranged from 0.76 to 0.80. A collaborative learning text-oriented instruction was applied in teaching the experimental group whereas conventional approach was used in teaching the control group. It was also found that a number of the students who took part in the study had wrong notions about redox reactions. The findings showed that there was a significant difference in performance between the experimental and control groups. The experimental group performed better in the post-test than the control group. It is recommended that chemistry teachers in Ghana should employ the collaborative learning approach in teaching chemistry to enhance the students’ learning. KEY WORDS: Collaborative instructional approaches; collaborative learning approach; redox reactions; text-oriented instruction
This study investigated the use of collaborative instructional approaches on form two science students’ performance in redox reactions. The sample for this study consisted of 106 science students from Winneba Senior High School in Ghana. The sample was selected from two intact classes in the school. After a pre-test organized for both classes, the class with the lower average score was assigned as the experimental group and the other class assigned the control group. Interviews, questionnaires, and tests were used as the main instruments to collect data for the study. The reliability of the questionnaire, pre-test, and post-test items which were determined using Cronbach alpha ranged from 0.76 to 0.80. A collaborative learning text-oriented instruction was applied in teaching the experimental group whereas conventional approach was used in teaching the control group. It was also found that a number of the students who took part in the study had wrong notions about redox reactions. The findings showed that there was a significant difference in performance between the experimental and control groups. The experimental group performed better in the post-test than the control group. It is recommended that chemistry teachers in Ghana should employ the collaborative learning approach in teaching chemistry to enhance the students’ learning. KEY WORDS: Collaborative instructional approaches; collaborative learning approach; redox reactions; text-oriented instruction
Sam, A. (2020). Students' conceptual difficulties of some selected coordination chemistry topics in higher education. International Journal of Innovative Social & Science Education Research, 8,
Abstract
This study assessed the conceptual gains of students of some topics in coordination chemistry. A case study design within the Model of Educational Reconstruction approach was used. The accessible population was all third-year chemistry students in the University of Education, Winneba (UEW)- Ghana with sample size of forty-six (46) students. The study involved students in a class of 9 groups, comprising 5-6 students each over eleven-week period. The students‟ conceptual understanding was assessed in pre-and post-tests through effect size measurements using the Cohen and the Sawilosky's " h‟ parameters. The findings among others showed that students had some conceptual difficulties inthe selected topics in coordination chemistry.
This study assessed the conceptual gains of students of some topics in coordination chemistry. A case study design within the Model of Educational Reconstruction approach was used. The accessible population was all third-year chemistry students in the University of Education, Winneba (UEW)- Ghana with sample size of forty-six (46) students. The study involved students in a class of 9 groups, comprising 5-6 students each over eleven-week period. The students‟ conceptual understanding was assessed in pre-and post-tests through effect size measurements using the Cohen and the Sawilosky's " h‟ parameters. The findings among others showed that students had some conceptual difficulties inthe selected topics in coordination chemistry.
Sedegah, S., Taale, K. D., Sam, A., & Henewa, R. A. (2019). The influence of cooperative learning approach on SHS students' understanding of ionic bonding in integrated science: The case at Adeiso Presby SHS. International Journal of Innovative Social & Science Education Research, 7,
Abstract
The main purpose of this study was to examine the influence of cooperative learning approach on senior high school students’ understanding of ionic bonding in integrated science. The investigation was carried out in Adeiso Presby Senior High School in the Eastern Region of Ghana. The study involved two intact form 2 classes of 85 students and 1 chemistry teacher in the Senior High School. Developmental approach was used in this study. Ionic bonding achievement pretest was administered to the study sample students. The class which obtained higher mean score of 13.52 was designated as control group and the class which obtained lower mean score of 12.35 was designated the experimental group. The prototypes for cooperative learning approach in teaching and learning of ionic bond were developed through four stages before they were implemented in the class of the experimental group. An interactive workshop was organised to discuss the developed prototype materials with the chemistry teacher. The possible advantages and challenges were discussed. During the classroom implementation stage, the teacher taught the experimental group about ionic bonding using the cooperative learning strategy for five weeks. The same teacher taught the control group about ionic bonding using the traditional teaching method. Quantitative data gathering procedures were used to obtain data for the study. The quantitative data involved a pretest and a posttest ionic bonding achievement test items which were reviewed by two chemistry lecturers of the University of Education and one SHS chemistry teacher. The reliability of the pretest and posttest ionic bonding achievement test items was determined after a pilot study, using cronbach alpha. The reliability for the pretest and posttest ionic bonding achievement items was 0.78 and 0.79 respectively. Independent one–tail t-test analysis was performed on both groups. The findings from the study indicated that the experimental group performed better than the control group in the posttest as a result of the cooperative learning strategy applied in teaching the experimental group. Again, the findings showed that the various heterogeneous groupings of mixed ability in the experimental group contributed significantly to the improvement in their performance in the posttest after the implementation of the cooperative learning technique. It is recommended that cooperative learning strategy should be incorporated into the science education curriculum.
The main purpose of this study was to examine the influence of cooperative learning approach on senior high school students’ understanding of ionic bonding in integrated science. The investigation was carried out in Adeiso Presby Senior High School in the Eastern Region of Ghana. The study involved two intact form 2 classes of 85 students and 1 chemistry teacher in the Senior High School. Developmental approach was used in this study. Ionic bonding achievement pretest was administered to the study sample students. The class which obtained higher mean score of 13.52 was designated as control group and the class which obtained lower mean score of 12.35 was designated the experimental group. The prototypes for cooperative learning approach in teaching and learning of ionic bond were developed through four stages before they were implemented in the class of the experimental group. An interactive workshop was organised to discuss the developed prototype materials with the chemistry teacher. The possible advantages and challenges were discussed. During the classroom implementation stage, the teacher taught the experimental group about ionic bonding using the cooperative learning strategy for five weeks. The same teacher taught the control group about ionic bonding using the traditional teaching method. Quantitative data gathering procedures were used to obtain data for the study. The quantitative data involved a pretest and a posttest ionic bonding achievement test items which were reviewed by two chemistry lecturers of the University of Education and one SHS chemistry teacher. The reliability of the pretest and posttest ionic bonding achievement test items was determined after a pilot study, using cronbach alpha. The reliability for the pretest and posttest ionic bonding achievement items was 0.78 and 0.79 respectively. Independent one–tail t-test analysis was performed on both groups. The findings from the study indicated that the experimental group performed better than the control group in the posttest as a result of the cooperative learning strategy applied in teaching the experimental group. Again, the findings showed that the various heterogeneous groupings of mixed ability in the experimental group contributed significantly to the improvement in their performance in the posttest after the implementation of the cooperative learning technique. It is recommended that cooperative learning strategy should be incorporated into the science education curriculum.
Hanson, R. & Sam, A. (2019). Unearthing pre-tertiary students' reasoning patterns about elements, mixtures and compounds. Australian Journal of Chemistry Education, ,
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 onworksheets. 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.
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 onworksheets. 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.
Sam, A; Eminah, J. K.; Hanson, R. & Raheem, K (2019). Introducing metal-ligand geometries through science writing heuristics and modelling and modelling skills in higher education. European Journal of Basic and Applied Sciences, 6,
Abstract
This study investigated the efficacy of using Science Writing Heuristics (SWH) and Modelling and Modelling Skills (MMS) by students to predict the geometries of metal complexes. A case study design within the Model of Educational Reconstruction approach was used. The accessible population were all third-year chemistry students in the University of Education, Winneba (UEW)-Ghana with sample size of twenty-nine (29) students. The study involved students in a class of 5 groups, comprising 5-6 students each over eleven-week period. The findings among others, showed that students were able to understand, use and draw metal isomeric structures correctly because they were aided by the interventional strategies (SWH & MMS) adopted during the study.
This study investigated the efficacy of using Science Writing Heuristics (SWH) and Modelling and Modelling Skills (MMS) by students to predict the geometries of metal complexes. A case study design within the Model of Educational Reconstruction approach was used. The accessible population were all third-year chemistry students in the University of Education, Winneba (UEW)-Ghana with sample size of twenty-nine (29) students. The study involved students in a class of 5 groups, comprising 5-6 students each over eleven-week period. The findings among others, showed that students were able to understand, use and draw metal isomeric structures correctly because they were aided by the interventional strategies (SWH & MMS) adopted during the study.
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.
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.
