TEACHERS’ PROBLEMS OF TEACHING OF OXIDATION-REDUCTION REACTIONS IN HIGH SCHOOLS
DOI:
https://doi.org/10.46827/ejes.v0i0.2034Keywords:
chemistry teachers, instructional strategy, redox reactions, teachingAbstract
The study explored how teachers taught redox reactions to senior high school students. Within a case-study research design, six chemistry teachers with a minimum of 7 and a maximum of 12 years teaching experiences from three schools were interviewed. The results revealed four themes; inhibition of instruction, weak instructional strategy, inability to teach concepts, and teachers’ professional development. It was found that teachers employed weak instructional strategies such as expository and out of class group assignments in teaching redox reactions. The study recommends that chemistry educators and researchers should design and develop subject-specific pedagogical content knowledge for teaching redox reactions.
Article visualizations:
References
Adu-Gyamfi, K., Ampiah, J. G., & Agyei, D. D. (2015). High school chemistry students’ alternative conceptions of H2O, OH-, and H+ in balancing redox reactions. International Journal of Development and Sustainability, 4(6), 744-758.
Ameyibor, K., & Wiredu, M. B. (1993). Chemistry for senior secondary schools (Revised ed.). London: Unimax Publishers Ltd.
Anderson, W. L., Mitchell, S. M., & Osgood, M. P. (2005). Comparison of student performance in cooperative learning traditional lecture-based biochemistry classes. Biochemistry and Molecular Education, 33(6), 387-393.
Bednar, A., Cunningham, D. J., Duffy, T., & Perry, D. (1995). Theory in practice: How do we link? In G. Anglin (Ed.), Instructional technology: Past, present, and future (2nd ed.). Englewood, CO: Libraries Unlimited, pp. 100-112.
Bond-Robinson, J. (2005). Identifying pedagogical content knowledge (PCK) in the chemistry laboratory. Chemistry Education Research and Practice, 6(2), 83-103.
Bong, A. Y. L., & Lee, T. T. (2016). Form four students’ misconceptions in electrolysis of molten compounds and aqueous solutions. Asia-Pacific Forum on Science Learning and Teaching, 17(1), 1-28.
Brown, T. H. (2005). Beyond constructivism: Exploring future learning paradigms. Education Today, (2), 1-11.
De Jong, O., Acampo, J., & Verdonk, A. (1995). Problems in teaching the topic redox reactions: Actions and conceptions of chemistry teachers. Journal of Research in Science Teaching, 32(10), 1097-1110.
De Jong, O., & Treagust, D. (2002). The teaching and learning of electrochemistry. In J. K. Gilbert, O. De Jong, R. Justi, D. F. Treagust, & J. H. van Driel (Eds.), Chemical education: Towards research-based practices (pp. 317-337). Dordrecht: Kluwer Academic Publishers.
Ernest, P. (2010). Reflections on theories of learning. In B. Sriraman, & L. English (Eds.), Theories of Mathematics Education. Heidelberg: Springer, pp. 39-47.
Fessenden, J. R., & Fessenden, S. J. (1990). Organic chemistry (4th ed.). Belmont: Wadsworth, Inc.
Gray, J. R., & Madden, A. S. (2009). Integrating the sciences to investigate groundwater pollution. Heldref Publications, 6(4), 7-14.
Hein, G. E. (1991). Constructivist learning theory. A paper presented at CECA (International Committee of Museum Educators) Conference, Jerusalem.
Hendriks, M., Luyten, H., Scheerens, J., Sleegers, P., & Steen, R. (2010). Teachers’ professional development: Europe in international comparison. Luxembourg: European Union.
Hunt, V., Sorey, T., Balandova, E., & Palmquist, B. (2010). Juan’s dilemma: A new twist on the old lemon battery. The Science Teacher, 52-56.
Kunitomo, K., Fujiwara, Y., Takamoto, Y., & Onuma, T. (2006). Blast furnace iron making process using pre-reduced iron ore. Nippon Steel Technical Report, 94, 133- 138.
Landcare Research. (2002). Using participatory and learning-based approaches for environmental management to help achieve constructive behaviour change. Wellington: Ministry for the Environment.
Majerich, D. M., & Schmuckler, J. S. (2008). Demonstration indigo carmine oxidation- reduction reactions: A choreography for chemical reactions. Journal of College Science Teaching, 37(4), 14-16.
Ministry of Education. [MOE]. (2010). Teaching syllabus for chemistry: Senior high school 1- 3. Accra: Curriculum Research and Development Division.
Ministry of Education. [MOE]. (2012). Teaching syllabus for chemistry: Senior high school 1- 3. Accra: Curriculum Research and Development Division.
Ministry of Education, Youth and Sports. (2004). White paper on the report of the education reform review committee. Accra: Author.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
Osborne, J. (1993). Beyond constructivism. A paper in the Proceedings of Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics. Ithaca, NY: Misconceptions Trust.
Osterlund, L-L. (2010). Redox models in chemistry: A depiction of the conceptions held by secondary school students of redox reaction. Umea: VMC, KBC, Umea University.
Osterlund, L-L., & Ekborg, M. (2009). Students’ understanding of redox reactions in three situations. Nordina, 5(2), 115-127.
Own, Z. (2005). The application of an adaptive web-based learning environment on oxidation-reduction reactions. International Journal of Science and Mathematics Education, 1(2), 1-23.
Pain, R., Whitman, G., & Milledge, D. (2011). Participatory action research toolkit: An introduction to using PAR as an approach to learning, research, and action. Retrieved December 18, 2013, from https://www.dur.ac.uk/resources/beacon/PARtoolkit.pdf
Purtadi, S., & Sari, L. P. (n.d.). Demonstration based test to assess students’ understanding of redox reaction and electrochemistry concept.
Richardson, J. T. E. (2011). Approaches to studying, conceptions of learning and learning styles in higher education. Learning and Individual Differences, 21(3), 288- 293.
Ross, L., & Nisbett, R. E. (1991). The person and the situation: Perspectives of social psychology. Philadelphia: Temple University Press.
Taber, K. S. (2011). Constructivism as educational theory: Contingency in learning, and optimally guided instruction. In J. Hassaskhah (Ed.), Educational Theory. Hauppauge, NY: Nova Science Publishers, Inc., pp. 39-61.
Tetzlaff, T. (2009). Constructivist learning verses explicit teaching: A personal discovery of balance. Retrieved April 06, 2014, from www.cct. umb.edu/tetzlaff.pdf
The West African Examinations Council [WAEC]. (2004). Chief examiners’ report. General science programme: November/December senior school certificate examination. Accra: WAEC.
The West African Examinations Council [WAEC]. (2005). Chief examiners’ report. General science programme: July senior school certificate examination. Accra: WAEC.
The West Africa Examinations Council [WAEC]. (2006). Chief examiner’s report. General science programme: May/June West Africa senior school certificate examination. Accra: WAEC.
The West Africa Examinations Council [WAEC]. (2007). Chief examiner’s report. General science programme: May/June West Africa senior school certificate examination. Accra: WAEC.
The West African Examinations Council [WAEC]. (2008). Chief examiners’ report. Science programme: May/June West African senior school certificate examination. Accra: WAEC.
The West African Examinations Council [WAEC]. (2009). Chief examiners’ report. Science programme: May/June West African senior school certificate examination. Accra: WAEC.
The West African Examinations Council [WAEC]. (2011). Chief examiners’ report. Science programme: May/June West African senior school certificate examination. Accra: WAEC.
The West African Examinations Council [WAEC]. (2012). Chief examiners’ report. Science programme: May/June West African senior school certificate examination. Accra: WAEC.
The West African Examinations Council [WAEC]. (2013). Chief examiners’ report. Science programme: May/June West African senior school certificate examination. Accra: WAEC.
Torre, D. M., Daley, B. J., Sebastian, J. L., & Elnicki, D. M. (2006). Overview of current learning theories for medical educators. The American Journal of Medicine, 119(10), 903-907.
Udo, M. E. (2011). Effects of problem-solving, guided-discovery, and expository teaching strategies on students’ performance in redox reactions. African Research Review: An International Multidisciplinary Journal, 5(4), 231-241.
Villegas-Reimers, E. (2003). Teacher professional development: An international view of the literature. Retrieved March 06, 2014, from www.iiep.unesco.org/fileadmin/user_ upload/Research_Challenges_and_Trends/133010e.pdf
Walanda, D. K., Napttupulu, M., & Mallaburn, A. (2017). Misconceptions sequencing the chemical processes in Daielll and electrolysis cells amongst first-year science and mathematics education university students Journal of Science Education, 18(2), 113-116.
Wilson, B. G. (2010). Constructivism in practice and historical context. In B. Reiser, & J. Dempsey (Eds.), Current Trends in Instructional Design and Technology (3rd ed.). Upper Saddle, NJ: Pearson Prentice Hall (2011), pp. 1-11.
Wilson, S. M., & Peterson, P. L. (2006). Theories of learning and teaching: What do they mean for educators? Washington, DC: National Education Association.
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
