Students’ Alternative Conceptions Associated With Application of Redox Reactions in Everyday Life

Adu-Gyamfi, Kenneth; Ampiah, Joseph Ghartey

doi:10.20849/aes.v4i1.590

Cited by 7 publications

(6 citation statements)

References 16 publications

(28 reference statements)

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“…The finding that the teachers have preconceived notions, conceptual misunderstanding, and factual misconceptions in organic chemistry are in line with earlier claims that misconceptions are not only peculiar to students but teachers (Von Aufschnaiter & Rogge, 2010). Like students, the misconceptions teachers have, are those they carried from previous learning in schools and everyday life experiences, which remained unchallenged by classroom instruction (Adu-Gyamfi & Ampiah, 2019;NRC, 1997;Woldeamanuel et al, 2014). It could, also, be seen that misconceptions such as nonscientific beliefs and vernacular misconceptions are absent in relation to teachers' conceptual difficulties in organic chemistry.…”

Section: Discussionsupporting

confidence: 81%

Teachers’ Conceptual Difficulties in Teaching Senior High School Organic Chemistry

Adu-Gyamfi

Asaki

2022

Contemporary Mathematics and Science Education

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Teachers are one of the important factors influencing students' learning of chemistry as they (teachers) transform the content for students. When teachers do not have a sound scientific understanding of the chemistry behind the organic concepts considered to be difficult, they are likely, not able to transform sound scientific understanding for their students. Hence, the need to examine the conceptual difficulties of teachers in teaching organic chemistry to senior high school students. Teachers, teaching chemistry in 31 schools were sampled through multi-stage sampling procedures and responded to a diagnostic test on organic chemistry. The data from the test were manipulated using quantitative and qualitative methods, such as means, standard deviations, percentages, and themes. The quantitative results were merged with the qualitative results to examine teachers' conceptual difficulties in organic chemistry. The findings showed that teachers have conceptual difficulties with organic chemistry. This study has added to the literature that teacher conceptual difficulties were partial understanding with misconceptions such as preconceived notions, factual misconceptions, and conceptual misunderstandings. Therefore, in order to deal with those misconceptions, chemistry educators should implement instructional approaches that will help preservice teachers challenge and deal with their misconceptions in organic chemistry.

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Section: Discussionsupporting

confidence: 81%

Teachers’ Conceptual Difficulties in Teaching Senior High School Organic Chemistry

Adu-Gyamfi

Asaki

2022

Contemporary Mathematics and Science Education

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“…Teachers' lack of specific content knowledge (Anim-Eduful & Adu-Gyamfi, 2021) and weak teaching instructional strategies (Adu-Gyamfi et al, 2018;Uyulgan & Akkuzu, 2016) are problems that result in students' difficulties in conceptualizing OQA. In addition, teachers' weak teaching instructional strategies also resulted in students' inability to develop scientifically inaccurate conceptions about functional group detections (Adu-Gyamfi & Ampiah, 2019;Adu-Gyamfi et al, 2015;2017).…”

Section: Discussionmentioning

confidence: 99%

Factors Influencing High School Chemistry Teachers’ and Students’ Teaching and Learning of Organic Qualitative Analysis: A Qualitative Study

Anim-Eduful

Adu-Gyamfi

2022

EJES

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Identification and characterisation of the structures of unknown substances are important parts of learning organic chemistry. This paper reports on a study that investigated factors that influence the teaching and learning of organic qualitative analysis in organic chemistry. In all, three teachers and nine students from three different categories of schools participated in the study. Interview guides and an observation checklist were developed and used to obtain qualitative data. The qualitative data gathered from the interview were transcribed by reducing them to patterns and themes and analysed thematically. The study revealed, among others, that teaching and learning resources, practical-based instruction and the nature of the chemistry curriculum were the factors that impede chemistry teachers’ and students’ teaching and learning of organic qualitative analysis in organic chemistry. Article visualizations:<img src="/-counters-/edu_01/0945/a.php" alt="Hit counter" />

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“…The data were collected from students in the fall of 2009 and the spring of 2010, with 70 students and 40 students in the respective semesters" (Nyachwaya et al, 2011, p.124). It is inferred that research involving bachelor's degrees is the result of the understanding that there is a correlation between the students' conception and their academic performance (Alamdardoo et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

Limitations of Teaching and Learning Redox: A Systematic Review

Goes

Nogueira

Fernandez

2020

PEC

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Redox reactions are considered one of the most difficult chemistry subjects to teach and learn. However, this is an important content that permeates several topics and includes many everyday life-related phenomena. To understand the teaching and learning difficulties of the ‘redox reactions’ topic, a systematic literature review was conducted. Initially, 318 articles were mapped, between the years 2000 to 2019, related to the teaching of redox reactions. The inventoried articles were analyzed to identify, in their results, the aforementioned difficulties. Only 54 presented difficulties related to teaching and learning redox reactions. To analyze these articles, the year of publication, the conceptual/procedural difficulties resulting from the study, the researched participants, and the strategies used throughout the data collection were adopted as categories. As a result, the main participants of the investigations were students. It was observed that the research studies favored bachelor degree as the level of education. Moreover, most of the analyzed studies mainly proposed experimentation as teaching strategy for teaching redox reactions. This study points to the need for continuing education courses for chemistry teachers to discuss emerging difficulties, in addition to proposing teaching strategies to remedy these difficulties. Keywords: education proposals, learning difficulties, redox reactions, state of the art

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Students’ Alternative Conceptions Associated With Application of Redox Reactions in Everyday Life

Cited by 7 publications

References 16 publications

Teachers’ Conceptual Difficulties in Teaching Senior High School Organic Chemistry

Teachers’ Conceptual Difficulties in Teaching Senior High School Organic Chemistry

Factors Influencing High School Chemistry Teachers’ and Students’ Teaching and Learning of Organic Qualitative Analysis: A Qualitative Study

Limitations of Teaching and Learning Redox: A Systematic Review

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