Introduction Real understanding of chemistry demands the bringing together of conceptual understandings in a meaningful way. According to Johnstone and Bodnercited in Sirhan (2007), what is taught by teachers is not always what is learned by students. They added that while students show some evidence of learning and understanding in examination papers, research showed evidence of misconceptions and rote learning of certain areas of basic chemistry which are still not understood. Johnstone again indicated that the nature of chemistry concepts and the way the concepts are represented (macroscopic, microscopic, or representational) make chemistry difficult to learn. Ozkaya (2002) attributes learning difficulties in electrochemistry to a general lack of conceptual understanding and attributes this to insufficient textbook explanations of these concepts. Research has shown that students have difficulties in conceptualizing redox reactions (Osterlund, 2009). According to Sirhan (2007), numerous reports supported the view that the interplay between macroscopic and microscopic worlds is a source of difficulty for many chemistry learners. Conceptual change points to the development and transformation of students understanding from their naive conceptions to scientific explanation (Uzuntiryaki, 2003).Conceptual change theory takes constructivism as its foundation, and addresses how thoughts must be altered in order to coincide with scientific theory (Meyers, 2007).The model has direct implications regarding how to construct instruction to achieve conceptual change (Read, 2004). Chemistry instruction should be designed to present anomalies so as to create cognitive conflict. This will create a disequilibrium, which leads to dissatisfaction with the existing concept, and ultimately to a willingness to accommodate a new concept. Teaching chemistry should therefore focus on providing students with opportunities in which they have cognitive conflict and develop different structures based on their experience. Conceptual change can be accomplished if students are given opportunity to be aware of their ideas, to encounter ideas other than their own and to realize the deficiency in their reasoning. According to Balci (2014), conceptual change texts are texts designed to change students' alternative conceptions and focus on strategies to promote conceptual change by challenging students' alternative conceptions, producing dissatisfaction, followed by a correct explanation which is both understandable and plausible to the students.
The concept of hybridisation is one of the most difficult concepts for chemistry students to grasp at all levels of learning. Research showed the students conceptual difficulty ranged from their lack of the pre-requisite knowledge for grasping the topic hybridisation to chemical bond formation and orientations of atomic orbitals. This study investigated the difficulties Senior High School Students face in learning hybridisation. The study adopted a mixed-method approach using the sequential exploratory design. Purposive sampling was used to select six schools that offer elective chemistry subject. Simple random sampling was then used to select 120 Senior High School form 1 students to take part in the study. Convenient sampling was used to interview 24 students from the sample. Hybridisation Achievement Test (HAT) and Semi-structured interviews were self-constructed and used to collect data. Descriptive statistics and Content analysis were used to analyse the data. Results showed that, majority of students had difficulties in explaining the concept of hybrid orbitals, writing the electron configuration of 6C, explaining the effect of hybridisation on formation of chemical bonds in 6C, and type of hybridisation and shapes of compounds such as NH3, OF2, BCl3, CO2, SiO2, C2H2, BeF¬2 and C2H4. The study also showed that students had difficulties in explaining and demonstrating the formation of C = C double bond in ethene and other compounds. Equally students were challenged in demonstrating the differences between the formation of sigma and pi bonds in compounds. Students had difficulties in using electron orbital diagrams to explain the shape of CO2 as linear. The study concluded that Senior High School form 1 chemistry students in the Upper West Region of Ghana lacked the most basic and fundamental concept of hybridisation. Teachers need to use conceptual change instructional approaches to teach hybridisation in order to foster students’ understanding and reduce misconceptions. Keywords: atomic orbitals; hybrid orbitals; hybridisation; mixed- method approach; sigma and pi-bonds;
Introduction Science and Mathematics education is an important tool for the development of any nation scientifically and technologically. The strength of any economy is based on skills that students obtain in math and science courses (Davis, Williams & Drake, 2017). According to Opara, Chilee and Uchechi (2017),integrated science is a subject that covers all aspects of science as a unit. It is concerned with the teaching and learning of the fundamental units of science methods, processes, thoughts strategies and theories as a unitary body. Integrated science is a multidisciplinary course which provides a meaningful understanding of science without differentiating it into various scientific fields (Opara, Chilee & Uchechi, 2017). Integrated science is an interdisciplinary science integrating concepts in all science disciplines such as chemistry, physics and biology. The justification for such an approach includes the fact that knowledge growth requires individuals to understand broader concepts that link science disciplines and the understanding that fragmentation of the curriculum reduces relevance and meaning to students (Bybee et al, 2008). Despite that fact that integrated science is an activity-based subject that needs little of basic computation, but mostly of practical, it seems that the basic knowledge of Biology, Chemistry, Physics and Mathematics are the major criteria for full understanding of the subject. It is the measure of this parameter that determines the level of achievement of students in the subject (Ayodele, Adedayo & Ayeni ,2014). 1.1. Problem Statement According to the ministry of Education as contained in the integrated science syllabus, Development in the current world is knowledge based on science and technology. For the country to develop faster, it is important for students to be trained in the processes of seeking answers to problems through scientific investigations and experimentation. Every citizen of the country needs training in science to be able to develop a scientific mind and a scientific culture. This is the only way by which people of the country could deal objectively with phenomena and other practical issues; prevent reliance on superstition for explaining the nature of things and help us to construct and build the present and the future on pragmatic scientific basis.(MoE, 2010). The integrated science syllabus is a conscious effort to raise the level of scientific literacy of all students and equip them with the relevant basic scientific knowledge needed for their own living and secondly, needed for making valuable contributions to production in the country. According to Anamuah-Mensah, Asabere-Ameyaw, & Mereku, (2004), Ghana's average scores in Trends in International Mathematics and Science Study (TIMSS) in life science, chemistry and physics were the lowest of all the
Pedagogical content knowledge, PCK, a concept in teacher education requires additional focus and attention by pre-tertiary teachers to improve teaching and learning and learners’ performance. The study adopted PCK model developed by Magnusson et al. (1999) to investigate senior high school (SHS) chemistry teachers PCK in teaching the concept of hybridization. The study adopted a qualitative approach using the case study design. Six chemistry teachers from six SHSs in the Upper West Region of Ghana were purposively sampled for the study. Semi- structured interviews, lesson plans analysis and observations were used as data collection instruments. Data was analyzed using content analysis. The findings reveal that most of the teachers have high knowledge of instructional strategies and knowledge of the science curriculum. In addition, it was revealed that many of the teachers have inadequate knowledge in their orientation towards science teaching, assessment of scientific knowledge, and in knowledge of students understanding of science. It was concluded that the teachers’ PCK was inadequate since knowledge of instructional strategies and knowledge of curriculum alone does not define an effective science teacher. The study recommended that in-service professional training in PCK should be organized for teachers to improve their classroom practices.
Teachers are motivated by a variety of variables while they carry out their employment. However, the expected impact on teacher motivation has not been achieved as a result of the economic reasons. Numerous studies have demonstrated that social elements, such as satisfying interpersonal interactions, can spur people to pursue and accomplish a goal. But there has been a lot of silence over how this varies by gender. This made it necessary to conduct research to determine how interpersonal interactions (IR), specifically those between teachers and students, teachers and other teachers, and teachers and heads of schools in Ghana's Upper East Region (UER), affected teachers' motivation. A cross-sectional survey study design was used, and the data collection process used a mixed technique approach. Teachers at pre-tertiary institutions in UER in Ghana are the target demographic. 831 female and 1,719 male instructors from the area made up the sample. The data was gathered using a teacher motivation scale comprising 4 Likert scale questions and an interview schedule for focus group discussions. The findings demonstrated that interpersonal interactions at school (TP, TT, and TH) influence how instructors in pre-tertiary institutions in Ghana's Upper East Region (UER) carry out their duties, with TT offering the greatest incentive and TH the least. Although IR generally has no association with gender, Pearson's chi-square study revealed that TT as a teacher motivator is associated to gender. To encourage male and female teachers to fulfil their jobs, it is important to foster positive interpersonal interactions at pre-tertiary institutions. Being able to establish close relationships with one's co-workers is key to enjoying one's job as a teacher. Therefore, it is crucial that educators work hard to cultivate good relationships with their colleagues. Received: 12 August 2022 / Accepted: 29 December 2022 / Published: 5 January 2023
The quality of teachers depends on the standard of teacher education. Every teacher training program should include teaching practice. The experiences that pre-service teachers face during supported teaching are what determine the caliber of training they get. The study aimed to identify pre-service teachers' experiences during supported teaching in schools. The study was carried out with pre-service teachers on a Bachelor of Education program at a Ghanaian College of Education.The study used a phenomenology design and a qualitative approach. Convenience sampling was used to select twenty (20) level 100 pre-service teachers comprising 12 males and 8 females. Data was gathered through in-depth, semi-structured interviews. Many of the experiences during supported teaching were related to classroom instruction. Participants also learned about inclusive pedagogy and became acquainted with the larger school community. Student-teachers also formed communities of practice and learned how to work together and share their experiences through peer collaboration. They also gained experience in teachers' professional characteristics and classroom management. Importantly, through supported teaching, they developed a positive perception of teaching as a profession. The study recommends that Colleges of Education should have a systematic mentoring program for mentors and students to use in supported teaching in schools. Mentors should get adequate training before student-teachers begin visiting partner schools.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.