Abstract:
This study investigated students’ mental models of chemical reactions and balancing
chemical equations at Diamono Senior High School in the Brong Ahafo region of
Ghana. The study employed case study design using Action Research approach. An
intact class of form 2 science class made up of 24 males and 6 female students’ were
used for the study. The data for this study were derived from class exercises done by
students to probe their mental models of chemical reactions and balancing chemical
equations for various chemical phenomena. Data collected from the study was
analysed qualitatively. Thematic analysis of the students’ discourse of their mental
models revealed different types of mental models; named Model A, B, and C. Model
A was considered as an initial mental model, which was based on students’
experience with changes of matter in their daily life. Model B was based either on the
attributes related to the kinetic theory of particles or attributes related to chemical
bonding. Model C was based on students’ scientific ideas but include some erroneous
assumptions. A general conclusion drawn from this study was that, some students’
mental models were found to be lacking in attributes that relate to scientific ideas such
as particle model, particle collisions, activation energy and entropy, despite being
introduced with these ideas in their formal learning. It is suggested that students’
should be introduced to model-based instruction that encourages them to construct
acceptable mental models of particles and link these models with the chemical
phenomena. Therefore, an inquiry that investigates the impact of an intervention
would be beneficial.
Description:
A THESIS IN THE DEPARTMENT OF SCIENCE EDUCATION, FACULTY
OF SCIENCE EDUCATION, SUBMITTED TO THE SCHOOL OF
GRADUATE STUDIES, UNIVERSITY OF EDUCATION, WINNEBA, IN
PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD
OF THE MASTER OF PHILOSOPHY, SCIENCE EDUCATION DEGREE
OCTOBER, 2016