Understanding Teacher Trainees' Reasoning Patterns about the Formation and Description of Chemical Compounds.
Saved in:
| Title: | Understanding Teacher Trainees' Reasoning Patterns about the Formation and Description of Chemical Compounds. |
|---|---|
| Authors: | Hanson, Ruby1 maameruby@yahoo.com, Sakyi-Hagan, Nelly2 |
| Source: | Science Education International. Jun2019, Vol. 30 Issue 2, p105-115. 11p. |
| Subject Terms: | *Physics education, *Chemistry education, *Teachers, Chemicals, Chemical formulas |
| Company/Entity: | Royal Society of Chemistry (Great Britain) |
| Abstract: | In this study, diagnostic worksheets adopted from the Royal Society of Chemistry and microscale chemistry activities were employed to investigate teacher trainees' understanding of chemical compounds. The framework for the study was hinged on the constructivist theory. Participants in this study were 36 1st-year undergraduate teacher trainees of the Departments of Chemistry and Physics Education in the University of Education, Winneba. One group was taught through the use of worksheets, while the other was engaged through traditional exercises, but all participated in microscale activities. A pre-test to assess homogeneity of the groups showed a common performance entry point. It revealed that trainees had language-based problems, conceptual misunderstanding, and poor interpretation of chemical formula. Post-test and retention test showed significant differences between groups. The group that used the worksheets, though simple, outperformed the traditional group. Thus, the study concluded that the use of diagnostic worksheets affects trainees' understanding of principles required for the formation of chemical compounds and enhances retention (t = 20.6; ρ <0.05). This study was significant because trainees must gain exposure on how to develop sound scientific concepts through innovative ways to help their own students to break the vicious cycle of chemical misconceptions. [ABSTRACT FROM AUTHOR] |
| Copyright of Science Education International is the property of Science Education International and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 139392793 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Understanding Teacher Trainees' Reasoning Patterns about the Formation and Description of Chemical Compounds. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hanson%2C+Ruby%22">Hanson, Ruby</searchLink><relatesTo>1</relatesTo><i> maameruby@yahoo.com</i><br /><searchLink fieldCode="AR" term="%22Sakyi-Hagan%2C+Nelly%22">Sakyi-Hagan, Nelly</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Science+Education+International%22">Science Education International</searchLink>. Jun2019, Vol. 30 Issue 2, p105-115. 11p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Physics+education%22">Physics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Chemistry+education%22">Chemistry education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Chemicals%22">Chemicals</searchLink><br /><searchLink fieldCode="DE" term="%22Chemical+formulas%22">Chemical formulas</searchLink> – Name: SubjectCompany Label: Company/Entity Group: Su Data: <searchLink fieldCode="DE" term="%22Royal+Society+of+Chemistry+%28Great+Britain%29%22">Royal Society of Chemistry (Great Britain)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In this study, diagnostic worksheets adopted from the Royal Society of Chemistry and microscale chemistry activities were employed to investigate teacher trainees' understanding of chemical compounds. The framework for the study was hinged on the constructivist theory. Participants in this study were 36 1st-year undergraduate teacher trainees of the Departments of Chemistry and Physics Education in the University of Education, Winneba. One group was taught through the use of worksheets, while the other was engaged through traditional exercises, but all participated in microscale activities. A pre-test to assess homogeneity of the groups showed a common performance entry point. It revealed that trainees had language-based problems, conceptual misunderstanding, and poor interpretation of chemical formula. Post-test and retention test showed significant differences between groups. The group that used the worksheets, though simple, outperformed the traditional group. Thus, the study concluded that the use of diagnostic worksheets affects trainees' understanding of principles required for the formation of chemical compounds and enhances retention (t = 20.6; ρ <0.05). This study was significant because trainees must gain exposure on how to develop sound scientific concepts through innovative ways to help their own students to break the vicious cycle of chemical misconceptions. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Science Education International is the property of Science Education International and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=139392793 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.33828/sei.v30.i2.4 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 11 StartPage: 105 Subjects: – SubjectFull: Physics education Type: general – SubjectFull: Chemistry education Type: general – SubjectFull: Teachers Type: general – SubjectFull: Chemicals Type: general – SubjectFull: Chemical formulas Type: general – SubjectFull: Royal Society of Chemistry (Great Britain) Type: general Titles: – TitleFull: Understanding Teacher Trainees' Reasoning Patterns about the Formation and Description of Chemical Compounds. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hanson, Ruby – PersonEntity: Name: NameFull: Sakyi-Hagan, Nelly IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2019 Type: published Y: 2019 Identifiers: – Type: issn-print Value: 1450104X Numbering: – Type: volume Value: 30 – Type: issue Value: 2 Titles: – TitleFull: Science Education International Type: main |
| ResultId | 1 |
