The document summarizes a study that investigated Ghanaian primary school pupils' conceptual framework of energy. A teaching model depicting energy concepts was tested on 186 pupils aged 11-12. Results from conceptual and algorithmic test questions showed that pupils relied more on rote learning than conceptual understanding. The study recommends improving science teaching methods to enhance conceptual learning.
Addressing the falling interest in school science in rural and remote areas u...James Cook University
Anderson, N., Courtney,L., Zee, R., & Hajhashemi, K. (2014). Addressing the falling interest in school science in rural and remote areas using experiments and science fairs. World Applied Science Journal (WASJ). 30(12), 1839-1851.
Guyana -Understanding Science to Improve Teaching & LearningLearnthenewway
Presentation document given at the Science and Mathematic Teachers Workshop in Georgetown Guyana in October 2012
and ASTA's (Academy of Science Technology and the Arts) high level teachers meeting g
How current debates are influencing the science curriculum in the UKCobain Schofield
This essay seeks to understand how the current issues and debates relating to science education (both primary and secondary levels) are influencing the curriculum.
Grade: 77%
The study examines the effect of improvisation of teacher-made instructional media on students’ performance in some selected primary science concepts. Thus, a pre-test and post-test, non-randomized experimental design was adopted for the study. Three thousand, three hundred and sixty-eight (3,368) primary six pupils from 48 public primary schools in Akwa Ibom State formed the population while two hundred and nineteen primary six pupils from two schools formed the sample for the study. The two intact classes were exposed to standard and improvised science equipment. A Primary Science Performance Test (PSPT) instrument was used to collect data before and after each lesson. A t-test statistical analysis revealed that there is no significant difference of the post-test performance of intact classes exposed to improvised science equipment and those standard equipment indicating that pupils benefited equally from the standardized and improvised equipment with t-calculated score of 1.34 below the t-critical 2.92. It is recommended that the government should organize workshop on the use of improvised materials to change the orientation of the teacher centred instructional approach to teaching primary science.
Addressing the falling interest in school science in rural and remote areas u...James Cook University
Anderson, N., Courtney,L., Zee, R., & Hajhashemi, K. (2014). Addressing the falling interest in school science in rural and remote areas using experiments and science fairs. World Applied Science Journal (WASJ). 30(12), 1839-1851.
Guyana -Understanding Science to Improve Teaching & LearningLearnthenewway
Presentation document given at the Science and Mathematic Teachers Workshop in Georgetown Guyana in October 2012
and ASTA's (Academy of Science Technology and the Arts) high level teachers meeting g
How current debates are influencing the science curriculum in the UKCobain Schofield
This essay seeks to understand how the current issues and debates relating to science education (both primary and secondary levels) are influencing the curriculum.
Grade: 77%
The study examines the effect of improvisation of teacher-made instructional media on students’ performance in some selected primary science concepts. Thus, a pre-test and post-test, non-randomized experimental design was adopted for the study. Three thousand, three hundred and sixty-eight (3,368) primary six pupils from 48 public primary schools in Akwa Ibom State formed the population while two hundred and nineteen primary six pupils from two schools formed the sample for the study. The two intact classes were exposed to standard and improvised science equipment. A Primary Science Performance Test (PSPT) instrument was used to collect data before and after each lesson. A t-test statistical analysis revealed that there is no significant difference of the post-test performance of intact classes exposed to improvised science equipment and those standard equipment indicating that pupils benefited equally from the standardized and improvised equipment with t-calculated score of 1.34 below the t-critical 2.92. It is recommended that the government should organize workshop on the use of improvised materials to change the orientation of the teacher centred instructional approach to teaching primary science.
SRI Research Study on Project-Based Inquiry Science Curriculum (June 2014)IT'S ABOUT TIME®
New NSF-backed, Independent Research Study Shows Project-Based Inquiry Curriculum Materials Has a Positive Effect on How Students Learn Science and on Leveling the STEM Playing Field.
NSF-backed study is the first to examine use by middle-school teachers and students of science curriculum aligned with the new Framework for K-12 Science Education and Next Generation Science Standards. The study used an NGSS-aligned curriculum called Project-Based Inquiry Science™ published by IT’S ABOUT TIME®.
The most profound finding to come out of the study indicates that students taught using project-based inquiry curriculum aligned with Next Generation Science Standards (NGSS) substantially outperformed students taught using a traditional science curriculum. The results of the research have broad-reaching implications for the entire education spectrum — from classroom and student engagement, to teacher Professional Development, to education policies at the state and national level.
The independent, randomized controlled study conducted by SRI International*, compared the impact of the research-based, NGSS-aligned curriculum called Project-based Inquiry Science™ (“PBIS”), published by IT’S ABOUT TIME® (“IAT”), to traditional science curriculum materials for middle-school students in a large and diverse urban school district. The study focused on two areas of science: earth science (processes that shape the Earth’s surface) and physical science (energy).
3 Big Takeaways
1. Success: Students taught using the Project-based Inquiry Science curriculum materials outperformed students who were taught using standard science curriculum materials.
2. The Great Equalizer: Project-based Inquiry Science curriculum can help close the learning gaps among students of underrepresented demographics in STEM fields and level the field between girls and boys.
3. Teacher/Student Engagement Increases: The study shows that PBIS teachers in the study (who were all new to the curriculum) were more likely to engage their students.
Thinking through Ethnoscientific Scenarios for Physics Teaching Implication f...ijtsrd
The study was focused on Physics teachers’ perception on the use of ethnoscience learning experiences for the teaching of secondary school Physics and its implication for curriculum implementation. Six research questions and six hypotheses were posited for the study. The cross sectional survey research design was employed for the study. 243 secondary school Physics teachers in three Urban Local Government Areas Port Harcourt, Obio Akpor and Eleme and four rural Local Government Areas Ikwerre, Khana, Ahoada East and Ahoada West in Rivers State, Nigeria were selected using the non proportional stratified random sampling technique. Data collecting instrument was titled “Ethnoscience Learning Experience for Physics Teaching Questionnaire” with a coefficient reliability index of 0.86 was used to elicit response from the respondents. Data was analyzed using frequency count, mean, and inferential statics of t test at 0.05 level of significance. The findings of the study revealed that the following themes Interaction of Matter, Space and Time, Conservative Principle, Waves Motion without material transfer and Fields at rest and in motion can be taught using ethnoscience learning experiences while themes such as Energy quantization and duality of matter and Physics in technology cannot be taught using ethnoscience learning experiences. Based on the findings of the study, it was recommended that stakeholders and planners of the secondary school Physics curriculum should consider the integration of ethnoscience learning experiences in the Physics curriculum in order to clarify those abstract concepts in learning of Physics. Aderonmu, Temitope S. B | Adolphus, Telima "Thinking through Ethnoscientific Scenarios for Physics Teaching: Implication for Curriculum Implementation" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38364.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38364/thinking-through-ethnoscientific-scenarios-for-physics-teaching-implication-for-curriculum-implementation/aderonmu-temitope-s-b
Outdoor learning usually refers to organized learning that takes place outside the confines of a classroom. This study aims to empirically examine the effects of teachers’ knowledge, attitude and skills on out-door instruction in Kenya. The study adapted a survey research design. A sample of 135 teachers was randomly obtained from a population of 318 teachers. The response rate was 77.59 per cent. Data was collected using both closed and open ended questionnaires. Data was analyzed by employing descriptive statistics, Pearson correlation and multiple regression analysis. The findings revealed that teachers’ Knowledge, Attitude and Skills (KAS) are positively associated with out-of-classroom instruction in Kenya. The generalizability of the findings is limited as the study focused only in Kenya. Based on the findings, the study recommends that schools should focus on encouraging development of knowledge, attitude and skills in teachers thus promoting the use of out-door instruction in science. This study contributes to the theoretical and practical knowledge by providing the evidence about factors affecting science teaching. It is also expected to extend the knowledge on out-door learning.
Effect of Multiple Intelligence- Based Instructional Technique (MIBIT) On Stu...iosrjce
The study determined the effect of Multiple Intelligence Based Instructional Technique (MIBIT) on
students’ achievement and interest in the learning of difficult biology concepts. Two research questions were
asked and two research hypotheses were formulated and tested at 0.05 level of significance. The research
design was a quasi – experimental study. The sample was made up of seventy four (74) senior secondary one
(SS1) students from two randomly selected co-educational secondary schools from Aguata Education Zone of
Anambra state. The Biology Interest Scale (BIS) was the instrument used for data collection. Cronbach Alpha
was used to determine the reliability of BIS which yielded the coefficient of internal consistent of 0.85 . Mean
and standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA)
was used to test the null hypotheses at p<0.05. The result of the findings indicated that MIBIT promotes
academic interest in difficult biology concepts. Gender was discovered to have no significant influence on
students ’academic interest. No interaction effect existed between MIBIT and gender on students’ overall
interest. Conclusion from the findings led to various recommendations, some of which are that biology teachers
should adopt the MIBIT in the teaching of difficult biology concepts in order to carter for the diverse learning
styles of students in their classroom and promote students’ interest. Curriculum designers should integrate
MIBIT in the curriculum and teachers should be sponsored to workshops and seminars on how to improve their
teaching skills using MIBIT
Students’ attitudes towards science have long occupied the interest of the scientific community. The confirmed decline of students’ interest in pursuing the study of science, alongside the increasing recognition of scientific knowledge’s importance and economic utility, makes the issue even more imperative for any society attempting to raise its standards of scientific literacy. Attitudes towards science have been found to depend on variables like instructional teaching and curriculum. The latest research indicates that childhood experiences serve as a major influence on academic interest. The broad recommendation is to concentrate on improving 10 to 14-year-olds’ experience of science. Despite the recent flurry of media interest and the latest research in the scientific community, the school curriculum in most countries is still teaching obsolete science with scarce reference to current, cutting-edge scientific research. There is an urgent need to introduce the concepts of 20th-century Physics within the curriculum and exciting science programs that will enhance the interactive learning experience among students, as is shown by evaluating reports of OECD and PISA results. While this has led to several changes in the curriculum of secondary schooling in some countries, it is still an imperative case for others and definitely for Greece. There are some individual or institutional projects around the globe that introduce modern science and technology to upper primary students, yet of no nationwide effect. This paper aims to review the latest research on students’ attitudes towards science and to present the possible next research steps in amplifying students’ interest and engagement in science.
SRI Research Study on Project-Based Inquiry Science Curriculum (June 2014)IT'S ABOUT TIME®
New NSF-backed, Independent Research Study Shows Project-Based Inquiry Curriculum Materials Has a Positive Effect on How Students Learn Science and on Leveling the STEM Playing Field.
NSF-backed study is the first to examine use by middle-school teachers and students of science curriculum aligned with the new Framework for K-12 Science Education and Next Generation Science Standards. The study used an NGSS-aligned curriculum called Project-Based Inquiry Science™ published by IT’S ABOUT TIME®.
The most profound finding to come out of the study indicates that students taught using project-based inquiry curriculum aligned with Next Generation Science Standards (NGSS) substantially outperformed students taught using a traditional science curriculum. The results of the research have broad-reaching implications for the entire education spectrum — from classroom and student engagement, to teacher Professional Development, to education policies at the state and national level.
The independent, randomized controlled study conducted by SRI International*, compared the impact of the research-based, NGSS-aligned curriculum called Project-based Inquiry Science™ (“PBIS”), published by IT’S ABOUT TIME® (“IAT”), to traditional science curriculum materials for middle-school students in a large and diverse urban school district. The study focused on two areas of science: earth science (processes that shape the Earth’s surface) and physical science (energy).
3 Big Takeaways
1. Success: Students taught using the Project-based Inquiry Science curriculum materials outperformed students who were taught using standard science curriculum materials.
2. The Great Equalizer: Project-based Inquiry Science curriculum can help close the learning gaps among students of underrepresented demographics in STEM fields and level the field between girls and boys.
3. Teacher/Student Engagement Increases: The study shows that PBIS teachers in the study (who were all new to the curriculum) were more likely to engage their students.
Thinking through Ethnoscientific Scenarios for Physics Teaching Implication f...ijtsrd
The study was focused on Physics teachers’ perception on the use of ethnoscience learning experiences for the teaching of secondary school Physics and its implication for curriculum implementation. Six research questions and six hypotheses were posited for the study. The cross sectional survey research design was employed for the study. 243 secondary school Physics teachers in three Urban Local Government Areas Port Harcourt, Obio Akpor and Eleme and four rural Local Government Areas Ikwerre, Khana, Ahoada East and Ahoada West in Rivers State, Nigeria were selected using the non proportional stratified random sampling technique. Data collecting instrument was titled “Ethnoscience Learning Experience for Physics Teaching Questionnaire” with a coefficient reliability index of 0.86 was used to elicit response from the respondents. Data was analyzed using frequency count, mean, and inferential statics of t test at 0.05 level of significance. The findings of the study revealed that the following themes Interaction of Matter, Space and Time, Conservative Principle, Waves Motion without material transfer and Fields at rest and in motion can be taught using ethnoscience learning experiences while themes such as Energy quantization and duality of matter and Physics in technology cannot be taught using ethnoscience learning experiences. Based on the findings of the study, it was recommended that stakeholders and planners of the secondary school Physics curriculum should consider the integration of ethnoscience learning experiences in the Physics curriculum in order to clarify those abstract concepts in learning of Physics. Aderonmu, Temitope S. B | Adolphus, Telima "Thinking through Ethnoscientific Scenarios for Physics Teaching: Implication for Curriculum Implementation" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38364.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38364/thinking-through-ethnoscientific-scenarios-for-physics-teaching-implication-for-curriculum-implementation/aderonmu-temitope-s-b
Outdoor learning usually refers to organized learning that takes place outside the confines of a classroom. This study aims to empirically examine the effects of teachers’ knowledge, attitude and skills on out-door instruction in Kenya. The study adapted a survey research design. A sample of 135 teachers was randomly obtained from a population of 318 teachers. The response rate was 77.59 per cent. Data was collected using both closed and open ended questionnaires. Data was analyzed by employing descriptive statistics, Pearson correlation and multiple regression analysis. The findings revealed that teachers’ Knowledge, Attitude and Skills (KAS) are positively associated with out-of-classroom instruction in Kenya. The generalizability of the findings is limited as the study focused only in Kenya. Based on the findings, the study recommends that schools should focus on encouraging development of knowledge, attitude and skills in teachers thus promoting the use of out-door instruction in science. This study contributes to the theoretical and practical knowledge by providing the evidence about factors affecting science teaching. It is also expected to extend the knowledge on out-door learning.
Effect of Multiple Intelligence- Based Instructional Technique (MIBIT) On Stu...iosrjce
The study determined the effect of Multiple Intelligence Based Instructional Technique (MIBIT) on
students’ achievement and interest in the learning of difficult biology concepts. Two research questions were
asked and two research hypotheses were formulated and tested at 0.05 level of significance. The research
design was a quasi – experimental study. The sample was made up of seventy four (74) senior secondary one
(SS1) students from two randomly selected co-educational secondary schools from Aguata Education Zone of
Anambra state. The Biology Interest Scale (BIS) was the instrument used for data collection. Cronbach Alpha
was used to determine the reliability of BIS which yielded the coefficient of internal consistent of 0.85 . Mean
and standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA)
was used to test the null hypotheses at p<0.05. The result of the findings indicated that MIBIT promotes
academic interest in difficult biology concepts. Gender was discovered to have no significant influence on
students ’academic interest. No interaction effect existed between MIBIT and gender on students’ overall
interest. Conclusion from the findings led to various recommendations, some of which are that biology teachers
should adopt the MIBIT in the teaching of difficult biology concepts in order to carter for the diverse learning
styles of students in their classroom and promote students’ interest. Curriculum designers should integrate
MIBIT in the curriculum and teachers should be sponsored to workshops and seminars on how to improve their
teaching skills using MIBIT
Students’ attitudes towards science have long occupied the interest of the scientific community. The confirmed decline of students’ interest in pursuing the study of science, alongside the increasing recognition of scientific knowledge’s importance and economic utility, makes the issue even more imperative for any society attempting to raise its standards of scientific literacy. Attitudes towards science have been found to depend on variables like instructional teaching and curriculum. The latest research indicates that childhood experiences serve as a major influence on academic interest. The broad recommendation is to concentrate on improving 10 to 14-year-olds’ experience of science. Despite the recent flurry of media interest and the latest research in the scientific community, the school curriculum in most countries is still teaching obsolete science with scarce reference to current, cutting-edge scientific research. There is an urgent need to introduce the concepts of 20th-century Physics within the curriculum and exciting science programs that will enhance the interactive learning experience among students, as is shown by evaluating reports of OECD and PISA results. While this has led to several changes in the curriculum of secondary schooling in some countries, it is still an imperative case for others and definitely for Greece. There are some individual or institutional projects around the globe that introduce modern science and technology to upper primary students, yet of no nationwide effect. This paper aims to review the latest research on students’ attitudes towards science and to present the possible next research steps in amplifying students’ interest and engagement in science.
Yager, stuart o the role of student and teacher creativity nfaerj v25 n3 2012William Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
En este proyecto cuatro docentes plantean la necesidad de propiciar oportunidades para desarrollar métodos experimentales innovadores para clases de ciencias, en nivel primario.
Plantean sus ideas desde el marco de la reflexión pedagógica, pero fundamentalmente adjudicando el desarrollo de estas y de nuevas ideas al rol de quien se dedica a asesorar para un mejor aprendizaje.
(Nini, Daiana - Nechay Evelyn)
DESIGNING STUDENT ORIENTED ELEARNING ENVIRONMENTS IN HIGHER EDUCATION TO MATC...IJITE
This article briefly examines the impact of prevailing technological trends on student learning and
considers the potential role of e-learning technology in establishing learning environments favourable to
higher education. The author identifies the noticeable decline in student competence,
language/communication skill and research ability as an outcome of emerging social media trend.
Research indicates that current trends may pose a challenge to academia in the long-run. The concluding
strategies are suggested for establishinge-learning environments that facilitate improvement in student
ability within higher education: - 1) incorporating student-centric approach within higher institutions, 2)
encouraging culture change among lecturers to create a more e-learning environment, 3) student goalsetting
approach in e-learning design 4) adopting onlinestudent portfolios for feedback, 5) implementing a
learning strategy using digital media to enforce a learning culture.
DESIGNING STUDENT ORIENTED ELEARNING ENVIRONMENTS IN HIGHER EDUCATION TO MATC...IJITE
This article briefly examines the impact of prevailing technological trends on student learning and
considers the potential role of e-learning technology in establishing learning environments favourable to
higher education. The author identifies the noticeable decline in student competence,
language/communication skill and research ability as an outcome of emerging social media trend.
Research indicates that current trends may pose a challenge to academia in the long-run. The concluding
strategies are suggested for establishinge-learning environments that facilitate improvement in student
ability within higher education: - 1) incorporating student-centric approach within higher institutions, 2)
encouraging culture change among lecturers to create a more e-learning environment, 3) student goalsetting approach in e-learning design 4) adopting onlinestudent portfolios for feedback, 5) implementing a
learning strategy using digital media to enforce a learning culture.
DESIGNING STUDENT ORIENTED ELEARNING ENVIRONMENTS IN HIGHER EDUCATION TO MATC...IJITE
This article briefly examines the impact of prevailing technological trends on student learning and
considers the potential role of e-learning technology in establishing learning environments favourable to
higher education. The author identifies the noticeable decline in student competence,
language/communication skill and research ability as an outcome of emerging social media trend.
Research indicates that current trends may pose a challenge to academia in the long-run. The concluding
strategies are suggested for establishinge-learning environments that facilitate improvement in student
ability within higher education: - 1) incorporating student-centric approach within higher institutions, 2)
encouraging culture change among lecturers to create a more e-learning environment, 3) student goalsetting approach in e-learning design 4) adopting onlinestudent portfolios for feedback, 5) implementing a
learning strategy using digital media to enforce a learning culture.
West, jeff science literacy is classroom instruction enough nftej v20 n 3 2010William Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
[7 16]ghanaian primary school pupils’ conceptual framework of energy
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 1, No 4, 2010
Ghanaian primary school pupils’ conceptual framework of
energy
Kodjo Donkor Taale (Corresponding Author)
Department of Physics Education
University of Education, Winneba
P.O. Box 25
Winneba, Ghana
Email: ktaale@yahoo.com /kdtaale@uew.edu.gh
Abstract
This study investigated the conceptual framework of pupils on the topic ‘energy’ which is one of the popular
topics taught in the Basic Schools in Ghana. A teaching model comprising teaching and learning activities
depicting concepts of energy was tested on some primary school pupils. The study was based on a
structured questionnaire and a test designed and served on some Ghanaian primary school pupils (N=186) in
the age range of 11 and 12 years. The results of the tests were correlated for pupils’ performances on
conceptual –type and algorithmic-type questions by a Chi square test. The results showed that there exists
statistically significant difference between conceptually oriented and algorithmic pupils at the p= 0.10
confidence level. It came to light that majority of pupils depended on rote learning than on learning for
conceptual understanding. Recommendations are, therefore, made for improving the teaching and learning
of science in the primary schools.
Keywords: Basic Schools, Basic education Certificate Examination, misconceptions, perception of energy,
conceptual change, high order cognitive skills, algorithmic and conceptual-type test, rote memory skills.
1.0 Introduction to the study
Over the past three decades, considerable volume of research has been generated on primary, secondary and
tertiary students' understanding of concepts in science. Case studies have revealed that the students'
conceptual understanding are often inconsistent with scientific thinking which has variously been referred to
as ‘misconceptions’, children’ science, ‘alternative frameworks’, ‘preconceptions’, 'alternative conceptions'
and 'ideas' (Ebenezer & Connor 1998). In this study, the term 'alternative conception' will refer to a
conception that differs significantly from that which is commonly used by the scientific community, i.e.,
conceptions that arc wrong from the curricular point of view and the teacher would attempt to correct the
children's misconceptions to achieve the scientists' conceptions. The complexities involved in the concept of
energy of moving bodies may not readily be available in children’s perceptual experience. There is
therefore the need for well-thought out teaching strategies to make unfamiliar concepts familiar to children
(Christidou & Koulaidis 1997). The aim of this research was focused on pupils’ perception of energy with
regard to “energy as means of causing movement”, “availability of energy in living things” and “effects of
energy like burning”.
Learners at all ages hold a wide variety of misconceptions described by Zoller (1996) as “scientifically faulty
knowledge structures”. In recent years the Ghanaian publishing arena has experienced a proliferation of
booklets in various subjects including science. This rapid expansion in the book industry has come with the
disadvantage of inexperienced writers who, for monetary gains, are putting un-refereed science books onto
the market. Most of these booklets contain misconceptions and inaccurate factual scientific knowledge that
are learnt by pupils. As it is very difficult to distinguish between misconceptions and alternatives to science
concepts, experienced science teachers are needed to explain such knowledge to pupils. The Ghanaian
educational system, however, places the less experienced teachers in the basic schools while the more
7
2. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 1, No 4, 2010
experienced ones are placed in the senior high schools. Thus pupils tend to pick a lot of misconceptions and
misunderstandings in science from the early ages. The only hope for conceptual change lies in the assertion
of some authors (Griffith, Thorney, Cooke & Normore 1988) that misconceptions are quite amenable to
change as they might not have been firmly rooted, especially among primary school pupils.
This study is premised on the constructivists' view that: (1) learners' conceptions of natural phenomena, to a
large extent are shaped by their every day experiences; (2) learning involves the construction of meanings;
(3) learners' existing knowledge and experience affect the meanings they construct about phenomena; (4)
different learners possess different knowledge bases and so are likely to construct different meanings from
the same scientific information; (5) there are discernible patterns in meanings which learners construct due to
shared experiences within and outside the classroom (Aikenhead & Jegede 1999; Ebenezer & Connor 1998;
Gunstone & White 2000).
The complex and abstract nature of many scientific concepts, e.g., heat and heat transfer, magnetism and
electricity are matters warranting a closer investigation. This is frequently the case in science education
where young learners have problems in studying energy, since learners have had prior experiences about
many topics in science. For example, they have experienced forces (e.g., magnetism), living things (e.g., pets
and house plants), solar system effects (e.g., day and night and eclipses), chemical change (e.g., burning), and
a host of others. Learners even make decisions based on these encounters, and for the same reason they would
not touch fire, a hot plate, an exposed live wire, look directly at the sun and so on. However, many science
teachers find that their learners have some difficulty in coping with the concepts associated with these
common phenomena. While it may be easy to spot the effects of the phenomena involving these concepts, it
is not easy, even for adults, to decipher how they are brought about (Jones & Ingham 1994).
The specialized way in which we use these everyday terms: energy, magnet, electricity, etc., in school
science create real curricular and instructional challenges beyond what is often realized. Many findings from
research on alternative conceptions relating to these concepts have shown how the way scientific concepts
are presented and in what context they are discussed can be critical to learning. Furthermore, contrary to the
general view that alternative conceptions are the result of poor teaching, research has shown that learners'
alternative conceptions have arisen largely from common daily experiences and the interpretations of these
experiences in terms of their socio-cultural environment (Aikenhead & Jegede 1999; Gunstone & White
2000). However, interesting as the issue of science and culture is, it is not the focus of this study.
A review of the existing literature indicates that the interest and enthusiasm shown by primary school learners
towards science do not persist for long. In fact, a marked decline both in their interest and performance are
already noticeable by the time they complete primary school education (Wood 1999). This phenomenon may
not be unrelated to various social pressures experienced by learners as they grow as well as the enormous
increment and complexity of what is to be learned. However, an exploration of these socio-cultural factors is
also not the focus of this study.
Science education standards documents generally agree on what all learners should know and be able to do in
science in order to become educated members of society (American Association for the Advancement of
Science (AAAS) 1993; Lee & Paik 2000; National Research Council (NRC) 1996; Raizen 1998). These
documents define science in a comprehensive manner that includes not only scientific understanding and
inquiry, but also how science is related to personal, social, cultural, economic, and historical perspectives. As
a study of natural phenomena in everyday life, science offers significant learning opportunities. In particular,
hands-on science can promote learner engagement, interest, curiosity, and excitement in learning about
natural phenomena (NRC 2000). For learners who have limited prior experience in science, hands-on science
offers the context for life experience in the classroom setting as well as enrichment for further learning.
Hands-on science also reduces the burden of language use, thus allowing learners to focus on science content.
For learners with limited exposure to literacy, concrete experiences build the basis for complex and abstract
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thinking. As learners relate their prior knowledge and experience to newly constructed knowledge, science
learning becomes meaningful and relevant.
Studies on alternative conceptions have shown that learners across cultures: (1) hold a multiplicity of ideas
about various natural phenomena based largely on their beliefs, and commonsensical worldviews; (2) may
adhere to beliefs which may not necessarily be the product of poor instruction but have arisen from their
experiences with diverse phenomena and interpretations of such experiences; (3) may hold beliefs which
persist in the face of contrary instruction; (4) tend to demonstrate more alternative conceptions on familiar
topics than abstract and unfamiliar topics; and (5) seem to construct patterns of meanings according to the
prevailing worldviews in their socio-cultural environment (Ogunniyi & Fakudze 2003; Palmer 1998).
In view of these findings, it can be assumed that a good instruction would: (l) check learners' construction of
meanings before and after an instructional episode; (2) clarify the contexts in which beliefs are appropriate;
(3.) ensure that discussions on learners' beliefs are carried out not only on familiar topics but also those that
are abstract or remote from their daily experiences; (4) make efforts to render complex subject matter in a
simple and comprehensive manner; and (5) as much as possible introduce topics that warrant the use of
unfamiliar words or common words used in a specialized way in the most sensible manner (Ogunniyi 2000).
The idea here is that familiarizing learners with a topic and using a robust diagnostic assessment and a
flexible but effective remedial instruction approach are critical to efforts directed at ameliorating alternative
conceptions held by learners on various science concepts. This research reports the findings of a study,
underpinned by a diagnostic-remedial instructional approach, which seeks to find out whether or not
Ghanaian upper school primary learners also exhibit similar characteristics with respect to the concept of
energy.
2.0 Statement of the problem
Science and technology form the basis for inventions, for manufacturing and for simple logical thinking and
action. The rationale for the teaching of science in Ghana is to train young men and women in the sciences as
a means of attaining scientific and technological literacy and also provide the young people with the interest
and inclination toward the pursuit of scientific work (Ministry of Education (MOE), 2012). One major
constraint facing Education in Ghana is poor teaching that has resulted in an unacceptable performance of
pupils at the basic education level.
Analysis of the Basic Education Certificate Examination (BECE) results from 2000 in the Central and Volta
Regions of Ghana show that, about 50 Junior High Schools (JHSs) in the rural areas in the Central Region
managed a score level of zero percent in the examination. Also, in the Volta Region, out of the 2,313 students
who sat for the examination, only 81 pupils obtained aggregate six (i.e., pupils scoring 75% and above in six
subjects at the BECE). What this means is that all the nine years of the Basic Education Course and all the
sweat and toil and expenditure involved have been in vain. The 2000 BECE results have given vivid and lucid
illustration of the consistently poor level of performance in the Regions. In the Akuapem North schools, for
example, out of a total of 1,963 pupils who sat for the BECE in 2002, only 11 had aggregate six and five
schools had zero percent (Quaicoe 2003). Also, analysis of the results of an international study involving 46
countries, in which Stages 4 and 8 pupils were assessed in Mathematics and Science, Ghana was 45th in
position with a performance significantly below the international benchmarks set, and significantly below the
international mean (Anamuah-Mensah, Mereku & Asabere-Ameyaw 2004). The picture painted here
suggests that there is a problem in the teaching and learning of science at the Basic Education level. These
challenges suggest a scrutiny of the learning difficulties of pupils in science as well as the adoption of
appropriate intervention strategies that will enhance learners' understanding of the science concepts being
taught.
One of the main topics in the integrated primary science syllabus is energy. Energy is an appropriate topic for
detailed consideration, because it has not been very easy to develop a comprehensive strategy (Dobson 1987)
for the teaching of the concept. Also, some researchers (e.g., Carr et al. 1994), believe that 'energy' should be
introduced in a simple manner at an early age in the learning process. A plethora of studies has shown that
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despite the prevalence of energy in the science curriculum, learners at all levels of the educational system
often hold invalid conceptions of this common term with specialized meaning in science. If learners hold
invalid conceptions or misconceptions (Ebenezer and Connor 1998), they would have problems in the
progress of their study of physical science. Hence, the aim of the study was to determine primary school
pupils' conceptions of energy which is to be studied in the integrated primary science syllabus, i.e., Basic 4 to
6.
3.0 Methodology
The short-term objective of this study was to reduce the misconceptions of pupils through well-thought out
teaching and learning strategies. The long-term objective was the complete elimination or minimisation of
misconceptions and the development of pupils’ high order cognitive skills (HOCS) in the content of basic
science. In order to achieve the objectives, a special test comprising items on concepts of heat were
designed and used to test the pupils. Then after studying the outcome of the test, a post-test made up of
HOCS- oriented algorithmic and conceptual-type test were administered to the pupils. The algorithmic-type
items demanded mostly consequential results to a sequence. On the other hand the conceptual oriented test
items required critical thinking and understanding of scientific principles.
A checklist for the attributes of “misconceptions-MC”, “misunderstanding-MU”, “no concepts – NC” and
“correct concepts-C” were developed and used to find out the number of pupils at each of the various
attributes in the post-test. This was done in order to obtain a feedback which would facilitate remedial
teaching. It is well-known that meaningful interaction of pupils with their teachers through question-asking,
problem-solving and critical thinking can be achieved through making connections between ideas, recalling
basic theories of science and evaluative thinking of pupils (Zoller 1996). Thus the outcome of the post-test
was used to test a teaching-remediation strategy in order to redeem pupils and to raise their knowledge for
them to attain the required scientifically correct conceptual understanding.
4.0 Results and Discussions
Some of the test-items administered and the responses given are shown below. They are classified into
“conceptual” and “algorithmic” types while the responses to each item are further classified as “MC”, “MU”,
“NC” and “C”.
4.1 Conceptual type test items
Q1. Explain briefly what you understand by the word energy
A1 MC – one of the answers obtained was – “energy is the power in your body when you eat good food”
MU-“energy is the light we get”
NC-“energy is a form of heat”
Q2 A diagram of a charcoal–flat press iron box was presented and pupils were asked to explain why the
handle is made of wood.
A2 MC- “wood does not conduct heat away”.
MU- “……wood is a bad conductor and iron is a good conductor”
NC- “……iron box is the same as the electric press iron so it has a handle of wood”
Q3 A diagram of a beaker of water and a pellet of potassium permanganate (KMnO4) in it and being
heated was presented. Pupils were asked to explain why a coloured column would be seen rising.
A3 MC-“the dissolved pellet is lighter than water so it rises”
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MU-“…because the pellet is dissolving”
NC”…because heat energy is being supplied”
4.2 Algorithmic type test items
Q1 List any source of energy you know.
A1 MC-“..electric fan”
MU- “ heat energy”
NC- “television”
Q2 Pupils were asked to state how heat energy is transferred from the bottom part of water in a container
to the top part of the water
A2 MC-“…when the bottom part of the water gets hot it attracts the top liquid”
MU-“…the fire heats the bottom of the container so heat is transferred from the
bottom into the liquid”
NC”…the fire under the container heats the container until the liquid becomes
hot.”
Q3 State the use of the holes on a charcoal-flat press iron box
A3 MC-“… to let the ashes come out”
MU-“…to let the steam come out”
NC-“…to allow light to pass through it.”
In the first question under the conceptual-type, the conceptualization of the human body
as merely having the power or some amount of energy as depicted in the first response
is a misconception of the scientific fact ‘energy is used in doing work’. The answer
assumes the obvious fact that the human body has some amount of energy. However the
generalisation required for the definition of energy, is not embodied in the answer.
In the second answer the core concept of energy as existing in different forms might have been understood.
Yet the scientific fact that light is a form of energy, might not have been understood as the respondents
created the impression that light is the energy. This is obviously scientifically incorrect.
The third response shows no-concept as there appears to be confusion as to what the basic definition of
energy is. So a part of a whole (heat) has been used to replace a whole (energy). This shows that
respondents whose thoughts are oriented in this way have no concepts about the divisions that exist in the
concept of energy.
The second question also had three main categories of responses. The first response appears to contain the
idea that wood is not a good conductor of heat. This is a scientific fact. Retention of heat in the box iron
does not constitute a reason for the presence of a wooden handle. Thus the response constitutes a
misconception.
In the second response, the obvious fact that iron is a better conductor of heat than wood is well known.
Respondents had misunderstanding of the concept being tested. The correct answer should indicate rate of
heat transfer which is known to be faster in iron than in wood.
The third answer was a complete no-concept response since it rather compared two different types of press
irons. There was no idea of poor conductors and good conductors. The two types of press irons are used
for the same purpose but the concept being tested-(conductivity) – was copiously absent in the answer.
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The third question under the conceptual type depicts the concept of convection currents in a moving mass of
fluid. The first response portrays the ideas of density. That is, a lighter body rises while a heavier one
sinks. It is a misconception because without heat energy the type of rise experienced would not appear.
Answer two is the obvious dissolution process in which most solutes in liquids would have their ions or
molecules moving over short distances. But this misses the important point of heat causing convection
currents. It is, therefore, a misunderstanding of the concept.
The third answer does not recognize the concept “warm water rises while cold water falls”. It is a fact that
heat energy produces motion as pointed out in the answer but it could not conceptualise heat producing
convection currents. This answer is therefore a no-concept one.
The algorithmic type of questions tested pure recall of acquired knowledge. They did not demand critical
thinking as the conceptual types. Neither did they demand the application of knowledge to new situations.
The first answer to the first algorithmic questions cited a device that does not produce energy on its own.
The fan uses electrical energy but is not a source that would produce energy on its own. This is a
misconception as the realization that a source of energy produces its own energy was missed. Fans may
store energy in their coils but that does not render them sources of energy.
The second answer to the first algorithmic question is a misunderstanding as heat energy is a form of energy
but not a source. It is important for pupils to recognize that a source of energy produces type(s) of energy.
The third category of response to the first question did not consider a source as a reservoir from which
devices draw their energy. It is no-concept to write “television” as a source of energy because it uses energy
for its operation. A source is a store and this is what the answer here misses.
The second algorithmic question demanded just a recall of the modes of transfer of energy from one place to
another. The first answer is a misconception, portrayed the concept of attraction. Though molecules in
water have attraction for each other, it is not the concept being tested. Convection currents are the cause for
heat transfer from one place to another in a liquid.
The second response indicates that some pupils misunderstood the process being asked for. Heat is not a
mere substance that is being transferred into the liquid. Energy is not a substance that is moved from place
to place. Instead, the process involves a gradual supply of energy to molecules whose energy increases so
that they can move from one place to another. This then creates convection currents in the liquids.
The third answer does not connote any concept in heat transfer. It is a fact that the container becomes hot but
the pupils have not been able to conceptualize the connection with modes of heat transfer.
The third algorithmic question asked for the use of the hole in the press iron box. The first answer that
simply states that ashes will be let out is true but not scientific – it is a misconception. Ashes may not be of
great value in the iron box as far as supply of heat energy is concerned. Thus it is the burning charcoal that
becomes centre stage in the process since if the charcoal stops burning the source of energy supply will be cut
off.
The second answer that steam would be let out is a misunderstanding of the scientific process required. For
certain, water vapour in the box will rise and pass through the upper holes but the holes shown in the diagram
were the lower holes whose function is to allow in fresh air to rekindle the burning charcoal.
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To impute light in a phenomenon involving the use of the press iron box is to say the least a “no-concept”.
This response does not reflect the function of a press iron as a supplier of heat energy for straightening
clothes.
The written responses to each question were sorted and assigned pre-determined categories of descriptions of
conceptions such as Misconception- “MC”, Misunderstanding – “MU”, No-Concept - “NC” and Correct
Concept – “C” as shown in Table 1. These categories of conceptions were devised by Zoller (1996) and used
to test the mole concept for fresh undergraduate Chemistry students.
Table 1 reveals that just 51 (27.4%) of the respondents could be classified as having the correct conceptions
(conceptually) and 98 (52.7%) algorithmically. The higher number at the algorithmic correct concept is an
indication that many pupils learn science by rote memorization rather than by understanding correct
concepts- (the deep approach -Biggs 1979; Marton & Saljo 1976; Prosser & Miller 1989). In order to test
whether there existed statistically significant difference between pupils who are algorithmically inclined and
those conceptually inclined a chi-square test was carried out on the responses given by pupils. The
responses were on a four-point scale rating of – Correct concept (C) - 4; Misconception (MC) -3;
Misunderstanding (MU)- 2 and No concept (NC) – 1. A computer-based statistical package (SPSS) was
used to calculate the chi-square for the coded results. The Chi-square was used because the weighted
measures were counts of pupils’ performances and thus non-parametric. The outcomes of the Chi-square
tests are shown in Table 2. Several combinations of Questions were correlated. For example Question 1
Conceptual versus Question 1 Algorithmic was compared to find the Chi-square value. In comparing
Chi-square values for performance within categories of concepts, it was seen that there was no significant
difference between conceptual questions. This means that questions within the conceptual category were
equal in level of difficulty. Similarly, in-between algorithmic questions comparison yielded chi-square
values that showed that there was no significant differences between questions except for Question 1
algorithmic and Question 2 algorithmic which somehow showed significant difference at the p = 0.10
confidence level. The interpretation here is that the two questions were not of the same level of difficulty.
This may be expected particularly when pupils were only hurriedly rushed through the remedial process.
5.0 Conclusion
The main purpose of this study was to determine the subjects’ conceptions of “energy”. The data showed
that there was a significant difference between those who exhibited correct concepts in the conceptual-type
and algorithmic-type questions. While a larger number of pupils were algorithmically inclined they
generally showed low correct concepts in all cases in both categories of concepts. This suggests that the
subjects used the rote learning methods mostly. This findings is consistent with those reported in other
research works (Crawford, Gordon, Nicholas & Posser 1994; Mji 1998;) that students use rote learning or
memorization most of the time. Thus they tend to develop rote memory skills rather than conceptual skills
(Mji, 1998). Also their performance indicated that a lot of pupils found the algorithmic type of questions
easier than the conceptual type.
The study has come out with the following findings:
a) Quite a number of pupils relied too much on rote learning.
b) Only a small number of pupils (27.4%) had developed the conceptual approach to learning.
It is however, appreciated that uncontrolled factors such as pupils’ background, learning environment and
type of teachers might have affected the outcome of this study. It is suggested, as measures to correct the
anomaly, that science should be learned, understood and applied to daily life situations rather than by
approaching science learning through rote memorisation. Teachers should, therefore, provide activities
that will enable pupils to understand concepts that are taught. Also teachers should relate concepts that they
teach to real life situations. Learners come into the science classroom fully armed with their own ideas
which may or may not coincide with the acceptable scientific viewpoint. What all this suggests is that
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despite the attempts to promote conceptual change, a satisfactory instructional model is not yet in sight. As
Ogunniyi (2000) has argued, the emphasis should not be that of abandonment of what the learner has
always believed but that of accommodation of the scientific worldview into his/her overall worldview such
that she knows what or not was applicable in a given context.
On the other hand, the Ministry of Education (MOE) must intervene to control the proliferation of science
textbooks on the market. Perhaps a sub-sector of the MOE will have to provide expert advice to the book
publishing industry so as to stem the upsurge of sub-standard science textbooks. The Ghana Association of
Science Teachers (GAST) has put a limited number of science textbooks on the markets but that is not
enough. The association should embrace budding and enthusiastic publishers who genuinely need advice
but are not financial enough to pay consultancies. Such publishers will then be offered free consultancies or
highly subsidized consultancies. Alternatively, the Ghana Education service should invite would-be
publishers for training and then use part of the Ghana Education Trust Fund to finance them to publish
standard science textbooks for the Basic Schools.
References
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3. Anamuah-Mensah, J., Mereku, D.K. & Asabere-Ameyaw, A. (2004). Trends in
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14. Marton, F. & Saljo, R. (1976). On qualitative differences in learning II: Outcome as a
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Notes:
Note 1.
Table 1. Frequency of pupils’ responses to test items (N=186)
Question Types
Attributes Conceptual Algorithmic
Q1 Q2 Q3 Q1 Q2 Q3
MC 37 72 33 106 32 50
MU 71 59 100 37 50 39
NC 51 47 37 16 67 63
C 27 8 16 27 37 34
TOTAL 186 186 186 186 186 186
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Table 1 summarises the written responses to each test item and assigned pre-determined categories of
descriptions of conceptions such as Misconception- “MC”, Misunderstanding – “MU”, No-Concept - “NC”
and Correct Concept – “C”.
Note 2.
Table 2. Crosstabs for Chi-Square Tests of the Responses of Pupils (N=186)
N Df Chi-Square Asymp. Signif.
(2-sided)
Question 1 Conceptual 186 9 21.517* 0.011
Question 1 Algorithmic
Question 2 Conceptual 186 9 26.332* 0.002
Question 2 Algorithmic
Question 3 Conceptual
Question 3 Algorithmic 186 9 15.180* 0.086
* Chi-Square values at p=0.10 level of confidence
Table 2 is the calculated chi-square values for the coded results. These values were used to compare
Chi-square values for pupils’ performances within categories of concepts to see if there was significant
difference between conceptual and algorithmic questions.
16