Chemistry Students' Conceptual Understanding of Organic Qualitative Analysis

Autor/inn/en	Anim-Eduful, Benjamin; Adu-Gyamfi, Kenneth
Titel	Chemistry Students' Conceptual Understanding of Organic Qualitative Analysis
Quelle	In: Pedagogical Research, 7 (2022) 4, (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Anim-Eduful, Benjamin) ORCID (Adu-Gyamfi, Kenneth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2468-1989
Schlagwörter	Science Instruction; Scientific Concepts; Concept Formation; Organic Chemistry; High School Students; Science Tests; Comparative Analysis; Difficulty Level; Teaching Methods; Foreign Countries; Student Attitudes; Ghana + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Concept learning; Begriffsbildung; Organische Chemie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schwierigkeitsgrad; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Schülerverhalten
Abstract	Organic qualitative analysis is one of the challenging chemical concepts in students learning of chemistry. The West African Examinations Council chemistry chief examiners for years, have lamented on students' poor performance in organic qualitative analysis at the senior high school level. This study, therefore, investigated chemistry students' conceptual understanding of organic qualitative analysis. Convergent mixed methods procedure was used to collect both quantitative and qualitative data from 263 chemistry students. The 263 students were selected through multistage sampling technique to respond to organic qualitative analysis diagnostic test for students. Quantitative data was analyzed using percentages, means, and standard deviations to determine students' level of conceptual understanding on organic qualitative analysis. The results from the study showed that, students demonstrated no scientific understanding on organic qualitative analysis. The qualitative data was open-coded and constantly compared to establish students' conceptual difficulties on organic qualitative analysis. Students demonstrated conceptual difficulties were in the form of alternative conceptions and factual difficulties. It was, therefore, recommended that chemistry teachers should select and use appropriate conceptual change instruction approaches in their teaching to help students conceptualize organic qualitative analysis contents in organic chemistry. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01