Guiding pre-service teachers to identify and name aliphatic organic compounds using molecular model kits a case study

Abstract

This study was conducted in the context of the organic chemistry aspect of the Integrated Science course for the pre-service teachers in St. Teresa’s Colleges of Education, Hohoe in the Volta Region of Ghana. The study examined new ways of guiding students to conceptualise organic chemistry that was developed to promote in-depth understanding of aliphatic organic compounds to students. Applying a case study and action research paradigm, pre-test and post-test questions were employed in the collection, analysis, and interpretation of data. The research population included fifty (50) first year students of the St. Teresa’s College of Education, Hohoe in the Volta Region. The study was conducted using hands-on exploration of the molecular models to guide students to identify organic compound functional groups, name them and draw or write their structures / formulae. Descriptive statistics and t-Test were used to analyse data collected. Findings indicated that the integration of model-based learning enhanced students’ understanding of aliphatic organic compounds; their functional groups, naming and drawing/writing of formulae. Findings also indicated that teachers’ demonstrations of the use of the molecular models kits to build various organic molecules did enhance students’ ‘knowledge’- a low order thinking skill; however, in order to enhance higher levels of thinking, students should be able to explore the use of the molecular models on their own. Applying constructivist and interpretative analysis of the data, three themes were emerged, corresponding to cognitive, affective, and social aspects of learning while exploring model-based learning.