Abstract:
The study was aimed at improving on 48 teacher-trainees‟ concepts in an introductory
inorganic chemistry course through practical micro chemistry equipment (MCE)
activities and curriculum materials. These materials were validated through scrutiny by
experts in Chemistry Education, trials in a comparable institution and Kuder Richardson‟s formula, KR-20. Some of the topics which were covered in the study were
the nature of solutions, chemical stoichiometry, balancing of equations, periodicity and
hybridisation. A practical approach to instruction was adopted while using MCE as an
interventive tool. The study was an action research. Data were collected from an intact
class of 48 regular first year chemistry teacher-trainees at the University of Education,
Winneba, by means of a two-tiered diagnostic concept test, classroom lessons and
MCE-activities during chemistry periods. Semi-structured interviews, questionnaires
and observation schedules were employed to triangulate the data. There was also an
evaluation of students‟ acquired skills in the use of the micro-chemistry equipment as
they were trained in the use of MCE, which they could access readily and handle
without fear of damage. The activities were also to imbue them with the skills of using
the MCEs to design more authentic chemistry practical activities when they move to the
schools as classroom teachers. Students were expected to gain concept, process and
laboratory skills. From the study, it was found that the MCE approach enhanced
practical skills acquisition and chemistry concept formation. The implications of the
results for the teaching and learning of chemistry concepts are that teaching through the
MCE-concept approach has the potential to change the way chemistry is taught and
learned in a more interactive, exciting, simple and easy way. In addition, MCE
activities developed in this study would be feasible for use in other institutions of
learning.
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 fulfilment of the requirements for the award of a Doctor of Philosophy
(Science Education) Degree
DECEMBER, 2014
