Functional Groups Detection: Do Chemistry Teachers Demonstrate Conceptual Difficulties in Teaching?

Functional Groups Detection: Do Chemistry Teachers Demonstrate Conceptual Difficulties in Teaching?

Dr. Kenneth Adu-Gyamfi Senior Lecturer

Contact

Benjamin Anim-Eduful

Contact

University of Cape Coast

Functional Groups Detection: Do Chemistry Teachers Demonstrate Conceptual Difficulties in Teaching?

Article Fingerprint

ReserarchID

7H36J

Functional Groups Detection: Do Chemistry Teachers Demonstrate Conceptual Difficulties in Teaching? Banner

AI TAKEAWAY

Connecting with the Eternal Ground

Abstract

The chemistry chief examiner of the West African Examination Council has complaint a lot about the weak performance of students on organic chemistry, including functional group detection. The study, therefore, investigated whether senior high school teachers who teach chemical concepts to students also demonstrated conceptual difficulties on functional group detection under organic qualitative analysis. The study adopted convergent mixed methods procedures to collect both quantitative and qualitative data from 47 chemistry teachers. The 47 teachers were sampled through multistage sampling procedures to respond to the Organic Qualitative Analysis Diagnostic Test for Teachers. The quantitative data was analyzed using means, standard deviations, and percentages to reflect no scientific understanding, partial scientific understanding, and scientific understanding of functional group detection. The qualitative data was open-coded and constantly compared to established teachers’ alternative conceptions and factual difficulties on functional group detection.

References

67 Cites in Article

Reference Format

K Adu-Gyamfi,J Ampiah (2019). Students' alternative conceptions associated with application of redox reactions in everyday life.
K Adu-Gyamfi,J Ampiah,D Agyei (2015). High school chemistry students' alternative conceptions of H 2 O, OH -, and H + in balancing redox reactions.
K Adu-Gyamfi,J Ampiah,D Agyei (2018). Teachers' problems of teaching of oxidationreduction reactions in high schools.
Kenneth Adu-Gyamfi,Isaiah Asaki (2017). Teachers’ Conceptual Difficulties in Teaching Senior High School Organic Chemistry.
L Anderson,D Krathwohl,B Bloom (2001). Appendix B: Taxonomy of educational objectives (Bloom 1956; Krathwohl, Bloom and Masia 1964).
B Aregawi,H Meressa (2017). This Class Definitely Changed My Opinion of Chemistry: How a Pedagogical Course Reform Improved Students Chemistry Attitudes.
A Arokoyo,J Amadi (2018). Analytical survey of students' attitudes towards teaching and learning of Mathematics and Chemistry in senior secondary schools.
B Azuka,D Durujaiye,S Okwuoza,O Jekayinka (2013). Attitudes of primary mathematics teachers towards the use of activitybased learning methods in teaching mathematics in Nigeria schools.
D Ball,M Thames,G Phelps (2008). Content knowledge for teaching: What makes it special.
J Baumert,M Kunter,W Blum,M Brunner,T Voss,A Jordan,U Klusmann,Y Tsai (2010). Teachers' mathematical knowledge, cognitive activation in the classroom, and student progress.
George Bodner (1986). Constructivism: A theory of knowledge.
R Chavan (2017). Difficulties encountered by science teachers during teaching concepts of science difficulties encountered by science teachers during teaching concepts of science.
Peter Childs,Maria Sheehan (2009). What's difficult about chemistry? An Irish perspective.
Richard Coll,David Treagust (2001). Learners' Mental Models of Chemical Bonding.
James Cooley,Richard Williams (1999). Qualitative Analysis in the Beginning Organic Laboratory.
J Creswell,V Plano Clark (2018). Designing and conducting mixed methods research.
D Darmofal,D Soderholm,D Brodeur (2002). Using concept maps and concept questions to enhance conceptual understanding.
Edward Deci,Robert Vallerand,Luc Pelletier,Richard Ryan (1991). Motivation and Education: The Self-Determination Perspective.
T Delmang,E Gongden (2016). Ameliorating students' performance and attitude towards chemistry through chemistry problem-solving techniques.
Daniel Domin,Mohammad Al-Masum,John Mensah (2008). Students’ categorizations of organic compounds.
Rosalind Driver,Hilary Asoko,John Leach,Eduardo Mortimer,Philip Scott (1994). Constructing Scientific Knowledge in the Classroom.
Holger Eybe,Hans-Jürgen Schmidt (2004). GROUP DISCUSSIONS AS A TOOL FOR INVESTIGATING STUDENTS' CONCEPTS.
Robert Ferguson,George Bodner (2008). Making sense of the arrow-pushing formalism among chemistry majors enrolled in organic chemistry.
N Goh,K Toh,L Chia (1987). Use of modified laboratory instruction for improving science process skills acquisition.
Diane Grayson,Trevor Anderson,L Crossley (2001). A four-level framework for identifying and classifying student conceptual and reasoning difficulties.
T Greenbowe,D Schroeder (2008). Implementing POGIL in the lecture and the science writing Heuristic in the laboratory. Student perceptions and performance in undergraduate organic chemistry.
A Hassan,R Hill,N Reid (2004). Ideas underpinning success in an introductory course in organic chemistry.
Heather Hill,Brian Rowan,Deborah Ball (2005). Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement.
J Johnston (2005). Marie Gillespie (ed.), Media Audiences. Maidenhead and New York: Open University Press, 2005. £18.99. 250 pp.
D Jonassen,K Peck,B Wilson (1999). Learning with technology: A constructivist perspective.
Mojca Juriševič,Saša Glažar,Cveta Pučko,Iztok Devetak (2008). Intrinsic Motivation of Pre‐service Primary School Teachers for Learning Chemistry in Relation to their Academic Achievement.
R Konicek-Moran,P Keeley (2015). Teaching for Conceptual Understanding in Science.
P Matthews (2011). Advanced chemistry.
Bernice Anokye (2010). Attitudes and Motivation towards English Language learning in Senior High Schools: A case study of Accra Senior High School, Ghana.
Mary Nakhleh (1992). Why some students don't learn chemistry: Chemical misconceptions.
Anne O' Dwyer,Peter Childs (2017). Who says Organic Chemistry is Difficult? Exploring Perspectives and Perceptions.
J Ogembol,H Otunga,R Yaki (2015). Students' and Teachers' Attitude and Performance in Chemistry in Secondary Schools.
J Ormrod (1999). Human learning.
Ali Özkaya,Musa Üce,Hakan Saricayir,Musa Sahin (2006). Effectiveness of Conceptual Change-Oriented Teaching Strategy To Improve Students' Understanding of Galvanic Cells.
T Pınarbaşı,N Canpolat (2003). Students' understanding of solution chemistry concepts.
Bonnie Cheung,George Oreopoulos,Arthur Evans,Rita Katznelson (2017). Hyperbaric oxygen therapy in the treatment of ischemia-reperfusion injury following dialysis access-steal syndrome: case report.
Enda Donlon,Elaine Mcdonald,Sabrina Fitzsimons,P Sexton (2016). Being and Belonging: Student-Teachers’ Contextual Engagement in Schools.
Philip Sadler,Gerhard Sonnert,Harold Coyle,Nancy Cook-Smith,Jaimie Miller (2013). The Influence of Teachers’ Knowledge on Student Learning in Middle School Physical Science Classrooms.
L Schwartz (1993). The construction and analogical transfer of symbolic visualizations.
U Simsek (2009). The effect of animation and cooperative learning on chemistry students` academic achievement and conceptual understanding about aqueous solution.
P Smith,T Ragan (1999). Instructional design.
S Stieff (2007). Mental rotation and diagrammatic reasoning in science.
A Strickland,A Kraft,G Bhattacharyya (2010). What happens when representations fail to represent? Graduate students' mental models of organic chemistry diagrams.
Keith Taber (2002). Alternative Conceptions and the Learning of Chemistry.
K Taber (2011). Constructivism as educational theory: Contingency in learning, and optimally guided instruction.
A Tang,M Zain,S Abdullah,R (2010). Development and evaluation of a chemistry educational software for learning organic reactions using qualitative reasoning.
Zeynep Tatli,Alipaşa Ayas (2013). Virtual laboratory applications in chemistry education.
N Ültay,M Çalik (2016). A Comparison of Different Teaching Designs of 'Acids and Bases' Subject.
A Unanma,H Abugu,R Dike,U Umeobika (2013). Relationship between teachers' educational qualifications and student's achievement in chemistry: A Case Study of Owerri West LGA.
(2001). Chief examiner's report on West African senior school certificate examination.
Fausiyah Zubayr Et. Al. (2003). A Meta-Analytic Assessment of Standard Fixing at Senior Secondary School Certificate Examination by West African Examinations Council, Nigeria.
Fausiyah Zubayr Et. Al. (2004). A Meta-Analytic Assessment of Standard Fixing at Senior Secondary School Certificate Examination by West African Examinations Council, Nigeria.
(2005). Chief examiner's report on West African senior school certificate examination.
Fausiyah Zubayr Et. Al. (2006). A Meta-Analytic Assessment of Standard Fixing at Senior Secondary School Certificate Examination by West African Examinations Council, Nigeria.
Fausiyah Zubayr Et. Al. (2007). A Meta-Analytic Assessment of Standard Fixing at Senior Secondary School Certificate Examination by West African Examinations Council, Nigeria.
Fausiyah Zubayr Et. Al. (2012). A Meta-Analytic Assessment of Standard Fixing at Senior Secondary School Certificate Examination by West African Examinations Council, Nigeria.
Fausiyah Zubayr Et. Al. (2014). A Meta-Analytic Assessment of Standard Fixing at Senior Secondary School Certificate Examination by West African Examinations Council, Nigeria.
Fausiyah Zubayr Et. Al. (2015). A Meta-Analytic Assessment of Standard Fixing at Senior Secondary School Certificate Examination by West African Examinations Council, Nigeria.
Fausiyah Zubayr Et. Al. (2016). A Meta-Analytic Assessment of Standard Fixing at Senior Secondary School Certificate Examination by West African Examinations Council, Nigeria.
Fausiyah Zubayr Et. Al. (2017). A Meta-Analytic Assessment of Standard Fixing at Senior Secondary School Certificate Examination by West African Examinations Council, Nigeria.
Fausiyah Zubayr Et. Al. (2018). A Meta-Analytic Assessment of Standard Fixing at Senior Secondary School Certificate Examination by West African Examinations Council, Nigeria.
Wu Yong (1994). Developments in Chemical Education in China - STS Education and Social Organic Chemistry.

Download References

Funding

No external funding was declared for this work.

Conflict of Interest

The authors declare no conflict of interest.

Ethical Approval

No ethics committee approval was required for this article type.

Data Availability

Not applicable for this article.

How to Cite This Article

Dr. Kenneth Adu-Gyamfi. 2021. \u201cFunctional Groups Detection: Do Chemistry Teachers Demonstrate Conceptual Difficulties in Teaching?\u201d. Global Journal of Human-Social Science - G: Linguistics & Education GJHSS-G Volume 21 (GJHSS Volume 21 Issue G7): .

More Citation Formats

Select Citation Style:

Download Citation

Download Article

GJHSS Volume 21 Issue G7
Pg. 47- 60

Explore Journals Explore Volume Read This Issue

Journal Specifications

Crossref Journal DOI 10.17406/GJHSS

Print ISSN 0975-587X

e-ISSN 2249-460X

Keywords

Not Found

Classification

GJHSS-G Classification: FOR Code: 930299

Submission ReceivedSeptember 15, 2021
Peer Review Double Blind
Handling Editor
Accepted October 1, 2021
Published October 15, 2021

Version of record

v1.2

Issue date

June 10, 2021

Language

Experiance in AR

Explore published articles in an immersive Augmented Reality environment. Our platform converts research papers into interactive 3D books, allowing readers to view and interact with content using AR and VR compatible devices.

View in VR

Read in 3D

Your published article is automatically converted into a realistic 3D book. Flip through pages and read research papers in a more engaging and interactive format.

View in 3D

Article Matrices

Total Views: 2300

Total Downloads: 1007

2026 Trends

Published Article

Our website is actively being updated, and changes may occur frequently. Please clear your browser cache if needed. For feedback or error reporting, please email [email protected]