Using Concept Mapping to Remediate Chemistry Teacher Trainees' Understanding of Chemical Phenomena - Before and After

Authors

  • Hanson R.  Faculty of Science Education, University of Education, Winneba, Ghana
  • Kwarteng T. A.  Faculty of Science Education, University of Education, Winneba, Ghana

Keywords:

Alternative Conceptions, Chemical Phenomena, Periodicity, Teacher Trainees.

Abstract

Researchers have shown interest in how beginning chemistry teacher trainees can improve on their technological pedagogical content knowledge so as to be able to engage their students in concept-based and reflective activities. This is a task that trainees have to build up on their own by first mastering their content knowledge. This article focuses on 29 first year teacher trainees' understanding of chemical phenomena and how their understanding could be improved through concept mapping. An intervention was designed to enhance their basic conceptions upon which other concepts could be built. We analysed concept maps on linkages of periodic properties and how they affect chemical bonding. Their submissions were analysed based on three categories of conceptual understanding. The results showed that their levels of conception improved after the concept mapping intervention.

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International Journal of Scientific Research in Science and Technology

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Published

2016-08-30

Issue

Volume 2, Issue 4, July-August-2016

Section

Research Articles

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How to Cite

[1]
Hanson R., Kwarteng T. A., " Using Concept Mapping to Remediate Chemistry Teacher Trainees' Understanding of Chemical Phenomena - Before and After, International Journal of Scientific Research in Science and Technology(IJSRST), Online ISSN : 2395-602X, Print ISSN : 2395-6011, Volume 2, Issue 4, pp.214-221, July-August-2016.