View in EDS PDF Full Text

Understanding Teacher Trainees' Reasoning Patterns about the Formation and Description of Chemical Compounds

Saved in:
Bibliographic Details
Title: Understanding Teacher Trainees' Reasoning Patterns about the Formation and Description of Chemical Compounds
Language: English
Authors: Hanson, Ruby, Sakyi-Hagan, Nelly
Source: Science Education International. 2019 30(2):105-115.
Availability: International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://www.icaseonline.net/journal/index.php/sei/index
Peer Reviewed: Y
Page Count: 11
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Preservice Teachers, Chemistry, Diagnostic Teaching, Constructivism (Learning), College Freshmen, Physics, Teacher Education Programs, Foreign Countries, Misconceptions, Scientific Principles, Concept Formation, Worksheets, Retention (Psychology), Science Equipment, Instructional Materials, Thinking Skills, Student Motivation, Instructional Effectiveness
Geographic Terms: Ghana
ISSN: 2077-2327
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; ? ?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.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1218468
Database: ERIC
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwEdc84_9sNAJdvyuJ5oJXc6AAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDJ0GLPLmKzRCeAcGQAIBEICBm09qwwdaqeYTvKTvAr14aQ2ozpVVr_hU7l5RRbMuAa1lW0wdltjKIZIDPaI_jz6y_4G8YAACbfH6BvZ-MlzXNHMFyVtMJwxieJyZ1svx4hjRO-4m9M5BaI4BubBwTnrXApnAnbZZ_n4KyJ5iM38v_O-aPkGFoxU1fzWD28tx8LJsZ0fWlIA_nU3decLtPjtV0bMTvNZUGDbRfyTb
Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1218468
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1218468
AccessLevel: 3
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: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Hanson%2C+Ruby%22">Hanson, Ruby</searchLink><br /><searchLink fieldCode="AR" term="%22Sakyi-Hagan%2C+Nelly%22">Sakyi-Hagan, Nelly</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Science+Education+International%22"><i>Science Education International</i></searchLink>. 2019 30(2):105-115.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://www.icaseonline.net/journal/index.php/sei/index
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 11
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2019
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Chemistry%22">Chemistry</searchLink><br /><searchLink fieldCode="DE" term="%22Diagnostic+Teaching%22">Diagnostic Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Constructivism+%28Learning%29%22">Constructivism (Learning)</searchLink><br /><searchLink fieldCode="DE" term="%22College+Freshmen%22">College Freshmen</searchLink><br /><searchLink fieldCode="DE" term="%22Physics%22">Physics</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Misconceptions%22">Misconceptions</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Principles%22">Scientific Principles</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Formation%22">Concept Formation</searchLink><br /><searchLink fieldCode="DE" term="%22Worksheets%22">Worksheets</searchLink><br /><searchLink fieldCode="DE" term="%22Retention+%28Psychology%29%22">Retention (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Equipment%22">Science Equipment</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Materials%22">Instructional Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Ghana%22">Ghana</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2077-2327
– 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; ? ?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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2019
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1218468
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1218468
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 105
    Subjects:
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Chemistry
        Type: general
      – SubjectFull: Diagnostic Teaching
        Type: general
      – SubjectFull: Constructivism (Learning)
        Type: general
      – SubjectFull: College Freshmen
        Type: general
      – SubjectFull: Physics
        Type: general
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Misconceptions
        Type: general
      – SubjectFull: Scientific Principles
        Type: general
      – SubjectFull: Concept Formation
        Type: general
      – SubjectFull: Worksheets
        Type: general
      – SubjectFull: Retention (Psychology)
        Type: general
      – SubjectFull: Science Equipment
        Type: general
      – SubjectFull: Instructional Materials
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Ghana
        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: 01
              Type: published
              Y: 2019
          Identifiers:
            – Type: issn-electronic
              Value: 2077-2327
          Numbering:
            – Type: volume
              Value: 30
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Science Education International
              Type: main
ResultId 1