USING ACTIVITY WORKSHEETS TO REMEDIATE PRE-SERVICE TEACHERS' ALTERNATIVE CONCEPTIONS ABOUT WORD EQUATIONS.

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Bibliographic Details
Title:	USING ACTIVITY WORKSHEETS TO REMEDIATE PRE-SERVICE TEACHERS' ALTERNATIVE CONCEPTIONS ABOUT WORD EQUATIONS.
Authors:	Hanson, Ruby¹
Source:	Canadian Journal of Action Research. Apr2020, Vol. 20 Issue 2, p48-67. 20p.
Subject Terms:	Student teachers, Active learning, Chemistry teachers, Action research, Chemical equations, Conception
Abstract:	Worksheets hold the potential for providing active learning environments. This study describes the use of worksheet activities based on alternative concepts from a two-tiered diagnostic assessment on chemical phenomena to remediate 37 first year non-major chemistry pre-service teachers' alternative conceptions about word chemical equations in a Ghanaian institution. The instruments for data collection were tiered assessments and group learning conversations. The action research approach employed both qualitative and quantitative methods. Weaknesses in trainees' reasoning patterns were identified and remediated. A paired sample t-test showed significant differences in participants' conceptions before and after using the worksheets while the transcribed, analysed, and interpreted group learning conversation results corroborated the quantitative results. Implications for developing and using engaging and appropriate teaching strategies are offered. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Worksheets hold the potential for providing active learning environments. This study describes the use of worksheet activities based on alternative concepts from a two-tiered diagnostic assessment on chemical phenomena to remediate 37 first year non-major chemistry pre-service teachers' alternative conceptions about word chemical equations in a Ghanaian institution. The instruments for data collection were tiered assessments and group learning conversations. The action research approach employed both qualitative and quantitative methods. Weaknesses in trainees' reasoning patterns were identified and remediated. A paired sample t-test showed significant differences in participants' conceptions before and after using the worksheets while the transcribed, analysed, and interpreted group learning conversation results corroborated the quantitative results. Implications for developing and using engaging and appropriate teaching strategies are offered. [ABSTRACT FROM AUTHOR]
ISSN:	19257147