Using Activity Worksheets to Remediate Pre-Service Teachers' Alternative Conceptions about Word Equations
Saved in:
| Title: | Using Activity Worksheets to Remediate Pre-Service Teachers' Alternative Conceptions about Word Equations |
|---|---|
| Language: | English |
| Authors: | Hanson, Ruby |
| Source: | Canadian Journal of Action Research. Apr 2020 20(2):48-67. |
| Availability: | Canadian Association for Action Research in Education. 260 Dalhousie Street Suite 204, Ottawa, ON KIN 7E4, Canada. Tel: 705-474-3450; Fax: 705-474-1947; e-mail: cjar@nipissingu.ca; Web site: http://journals.nipissingu.ca/index.php/cjar/issue/archive |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education Secondary Education |
| Descriptors: | Worksheets, Learning Activities, Chemistry, Preservice Teachers, Scientific Concepts, Equations (Mathematics), Instructional Effectiveness, Teaching Methods, Foreign Countries, Science Instruction, Secondary School Science, Intervention, Misconceptions, Problem Solving |
| Geographic Terms: | Ghana |
| ISSN: | 1925-7147 |
| Abstract: | 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. 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. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Access URL: | https://journals.nipissingu.ca/index.php/cjar/article/view/398 |
| Accession Number: | EJ1252316 |
| Database: | ERIC |
| Abstract: | 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. 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. |
|---|---|
| ISSN: | 1925-7147 |
