Factors contributing to teachers’ conceptual difficulties in teaching high school organic chemistry

Kenneth Adu-Gyamfi 1 * , Isaiah Atewini Asaki 1
More Detail
1 Department of Science Education, University of Cape Coast, Apewosika, GHANA
* Corresponding Author
EUR J SCI MATH ED, Volume 11, Issue 1, pp. 49-67. https://doi.org/10.30935/scimath/12433
Published Online: 08 September 2022, Published: 01 January 2023
OPEN ACCESS   1767 Views   850 Downloads
Download Full Text (PDF)

ABSTRACT

Some research works have showed that Ghanaian teachers, teaching chemistry in the senior high school, have conceptual difficulties in organic chemistry. This research explored the factors contributing to teacher’s conceptual difficulties on teaching organic chemistry to high school students. Through explanatory sequential mixed methods design quantitative data were collected using questionnaire and qualitative data, using semi-structured interviews. The questionnaire was responded to by 71 teachers teaching chemistry in 31 schools, and six teachers, purposively selected, interacted with researchers through interviews to triangulate any quantitative findings. From the quantitative data, four factors, tertiary exposure, professional collaboration, professional competence, and pre-tertiary exposure emerged. These factors were then used as themes to guide the analysis and presentation of results from the qualitative data. To inform further research, it is recommended that chemistry educators and researchers should examine the four factors that predict most of the teacher conceptual difficulties on organic chemistry.
Keywords: conceptual difficulties, teachers, teaching organic chemistry

CITATION

Adu-Gyamfi, K., & Asaki, I. A. (2023). Factors contributing to teachers’ conceptual difficulties in teaching high school organic chemistry. European Journal of Science and Mathematics Education, 11(1), 49-67. https://doi.org/10.30935/scimath/12433

REFERENCES

  • Adu-Gyamfi, K. (2020). Pre-service teachers’ conception of an effective science teacher: The case of initial teacher training. Journal of Turkish Science Education, 17(1), 40-61.https://doi.org/10.36681/tused.2020.12
  • Adu-Gyamfi, K., Ampiah, J. G., & Agyei, D. D. (2020). Participatory teaching and learning approach. A framework for teaching redox reactions at the high school level. International Journal of Education and Practice, 8(1), 106-120. https://doi.org/10.18488/journal.61.2020.81.106.120
  • Adu-Gyamfi, K., Ampiah, J. G., & Appiah, J. Y. (2012). Senior high school students’ difficulties in writing structural formulae of organic compounds. Journal of Science and Mathematics Education, 6(1), 175-191.
  • Adu-Gyamfi, K., Ampiah, J. G., & Appiah, J. Y. (2013). Senior high school chemistry students’ performance in IUPAC nomenclature of organic compounds. Cypriot Journal of Educational Science, 8(4), 472-483.
  • Adu-Gyamfi, K., Ampiah, J. G., & Appiah, J. Y. (2017). Students’ difficulty in IUPAC naming of organic compounds. Journal of Science and Mathematics Education, 6(2), 77-106.
  • Ameyibor, K., & Wiredu, M. B. (2006). Chemistry for senior secondary schools. Unimax Publishers Ltd.
  • Anim-Eduful, B., & Adu-Gyamfi, K. (2021). Functional groups detection: Do chemistry teachers demonstrate conceptual difficulties in teaching? Global Journal of Human-Social Science: G Linguistics & Education, 21(7), 47-60. https://doi.org/10.34257/GJHSSGVOL21IS7PG47
  • Ayuni, N. W. D., & Sari, I. G. A. M. K. K. (2018). Analysis of factors that influencing the interest of Bali State Polytechnic’s students in entrepreneurship. Journal of Physics Conference. Series, 953. https://doi.org/10.1088/1742-6596/953/1/012071
  • Buczynski, S., & Hansen, C. B. (2010). Impact of professional development on teacher practice: Uncovering connections. Teaching and Teacher Education, 26, 599-607. https://doi.org/10.1016/j.tate.2009.09.006
  • Carolan, J., Prain, V., & Waldrip, B. (2008). Using representations for teaching and learning in science. Teaching Science, 54(1), 18-23.
  • Chang, R., & Goldsby, K. A. (2016). Chemistry. McGraw-Hill Education.
  • Cimer, A. (2007). Effective teaching in science: A review of literature. Journal of Turkish Science Education, 4(1), 20-44.
  • Cokluk, O., & Kocak, D. (2016). Using Horn’s parallel analysis method in exploratory factor analysis for determining the number of factors. Educational Sciences: Theory & Practice, 16(2), 537-551. https://doi.org/10.12738/estp.2016.2.0328
  • Desimone, L. M., Porter, A. C., Garet, S. M., Yoon, K. S., & Birman, B. F. (2002). Effects of professional development on teachers’ instruction: results from a three-year longitudinal study. Educational Evaluation and Policy Analysis, 24(2), 81-112. https://doi.org/10.3102/01623737024002081
  • Duda, H. J., Wahyuni, F. R. E., & Setyawan, A. E. (2020). Plant biotechnology: Studying the misconception of biology education students. AIP Conference Proceedings 2296, 0201011, 02010110. https://doi.org/10.1063/5.0030449
  • Ebbing, D. D., & Gammon, D. S. (2017). General chemistry. Cengage Learning.
  • Garcia, E., & Weiss, E. (2019). The role of early career supports, continuous professional development, and learning communities in the teacher shortage. Economic Policy Institute. https://www.epi.org/publication/teacher-shortage-professional-development-and-learning-communities/
  • Hailikari, T., Katajavuori, N., & Lindblom-Ylanne, S. (2008). The relevance of prior knowledge in learning and instructional design. American Journal of Pharmaceutical Education, 72(5), 1-10. https://doi.org/10.5688/aj7205113
  • Hair, J., Anderson, R., Tathan, R., & Black, W. (2014). Multivariate data analysis. Pearson.
  • Hanson, R. (2017). Enhancing students’ performance in organic chemistry through context-based learning and micro activities–A case study. European Journal of Research and Reflection in Educational Sciences, 5(6), 7-20.
  • Harrison, A. G., & Treagust, D. F. (1999). Learning about atoms, molecules and chemical bonds: A case study of multiple-model use in grade 11 chemistry. Science Education, 84(3), 352-381. https://doi.org/10.1002/(SICI)1098-237X(200005)84:3<352::AID-SCE3>3.0.CO;2-J
  • Haslam, F., Tytler, R., & Hubber, P. (2009). Using representations of the particulate nature of matter to understand evaporation at a grade 5/6 level [Paper presentation]. The conference of the Australasian Science Education Research Association.
  • Johnson, R., & Christensen, L. (2014). Educational research: Quantitative, qualitative, and mixed approaches. SAGE.
  • Kambouri, M. (2010). Teachers and children’s misconceptions in science [Paper presentation]. The British Educational Research Association Annual Conference.
  • Kartal, T., Ozturk, N., & Yalvac, H. G. (2011). Misconceptions of science teacher candidates about heat and temperature. Procedia-Social and Behavioral Sciences, 15, 2758-2763. https://doi.org/10.1016/j.sbspro.2011.04.184
  • Kay, C. C., & Yiin, H. K. (2010). Misconceptions in the teaching of chemistry in secondary schools in Singapore & Malaysia. In Proceedings of the Sunway Academic Conference.
  • Ledesma, R. D., & Valero-Mora, P. (2007). Determining the number of factors to retain in EFA: An easy-to-use computer program for carrying out parallel analysis. Practical Assessment, Research, and Evaluation, 12(2), 1-11. https://doi.org/10.7275/wjnc-nm63
  • Loughran, J., Berry, A., & Mulhall, P. (2012). Understanding and developing science teachers’ pedagogical content knowledge. Sense Publishers. https://doi.org/10.1007/978-94-6091-821-6
  • McCombes, S. (2020). An introduction to sampling methods. https://www.scribbr.com/methodology/sampling-methods/
  • Miheso, J., & Mavhunga, E. (2020). The retention of topic specific PCK: A longitudinal study with beginning chemistry teachers. Chemistry Education Research and Practice, 21, 789-805. https://doi.org/10.1039/D0RP00008F
  • OECD. (1998). Staying ahead: In-service training and teacher professional development.
  • https://www.oecd-ilibrary.org/education/staying-ahead_9789264163041-en
  • Olaleye, B. O. (2012). Enhancing teachers’ knowledge for using multiple representations in teaching chemistry in Nigerian senior secondary schools. https://ro.ecu.edu.au/theses/494
  • Omwirhiren, E. M. (2015). Enhancing the academic achievement and retention in senior secondary chemistry through discussion and lecture methods: A case study of some selected secondary schools in Gboko, Benue State, Nigeria. Journal of Education and Practice, 6(2), 155-161
  • Omwirhiren, E. M., & Ubanwa, O. A. (2016). An analysis of misconceptions in organic chemistry among selected senior secondary school students in Zaria local government area of Kaduna state, Nigeria. International Journal of Education and Research, 4(7), 247-266.
  • Pallant, J. (2007). SPSS survival manual: A step by step guide to data analysis using SPSS for windows. McGraw Hill Education.
  • Patton, M. Q. (2007). Qualitative research and evaluation methods. SAGE.
  • Petrucci, R. H., Herring, F. G., Madura, J. D., & Bissonnette, C. (2017). General chemistry. Principles and modern applications. Pearson.
  • Radford, D. L. (1998). Transferring theory into practice: A model for professional development for science education reform. Journal of Research in Science Teaching, 35(1), 73-88. https://doi.org/10.1002/(SICI)1098-2736(199801)35:1<73::AID-TEA5>3.0.CO;2-K
  • Rice, J. K. (2003). Teacher quality: Understanding the effectiveness of teacher attributes. Economic Policy Institute.
  • Sana, S., & Adhikary, C., (2017). Micro and macro level phenomena in chemistry: Learning difficulties, deficiencies and remedial measures. International Journal of Current Research and Modern Education, 2(1), 197-201.
  • Sibomana, A., Karegeya, C., & Sentongo, J. (2021). Students’ conceptual understanding of organic chemistry and classroom implications in the Rwandan perspectives: A literature review. African Journal of Educational Studies in Mathematics and Sciences, 16(2), 13-32. https://doi.org/10.4314/ajesms.v16i.2.2
  • Stein, M. K., Smith, M. S., & Silver, E. A. (1999). The development of professional developers: Learning to assist teachers in new settings in new ways. Harvard Educational Review, 69(3), 237-269. https://doi.org/10.17763/haer.69.3.h2267130727v6878
  • Supovitz, J. A., Mayers, D. P., & Kahle, J. B. (2000). Promoting inquiry-based instructional practice: The longitudinal impact of professional development in the context of systemic reform. Educational Policy, 14, 331-356. https://doi.org/10.1177/0895904800014003001
  • Taber, K. (2002). Chemical misconceptions-prevention, diagnosis, and cure: Theoretical background. Royal Society of Chemistry.
  • Taber, K. S. (2021). Foundations for teaching chemistry. Chemical knowledge for teaching. Routledge. https://doi.org/10.4324/9781351233866
  • Valanides, N. (2000). Primary student teachers’ understanding of the particulate nature of matter and its transformations during dissolving. Chemistry Education: Research and Practise in Europe, 1(2), 249-262. https://doi.org/10.1039/A9RP90026H
  • von Aufschnaiter, C., & Rogge, C. (2010). Misconceptions or missing conceptions? EURASIA Journal of Mathematics, Science & Technology Education, 6(1), 3-18. https://doi.org/10.12973/ejmste/75223
  • Wosor, G. K. (2015). The effect of using molecular models in teaching on the performance of SHS students in naming of organic compounds. University of Education Winneba. http://ir.uew.edu.gh/xmlui/handle/123456789/664