Beyond the Usual Approach of Chemistry Teaching in High Schools

Autor/in	Ochonogor, Chukunoye Enunuwe
Titel	Beyond the Usual Approach of Chemistry Teaching in High Schools
Quelle	(2011), S.643-653 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1548-6613
Schlagwörter	Foreign Countries; Control Groups; Intervention; Learning Strategies; Cooperative Learning; Chemistry; Active Learning; Teaching Methods; Science Instruction; Experimental Groups; High School Students; Instructional Improvement; Animation; Educational Technology; Instructional Innovation; Comparative Analysis; Conventional Instruction; Pretests Posttests; High Stakes Tests; Interviews; Surveys; Quasiexperimental Design; South Africa + Suchen Sie Ihr Suchwort? Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Kooperatives Lernen; Chemie; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Unterrichtsqualität; Unterrichtsmedien; Educational Innovation; Bildungsinnovation; Interviewing; Interviewtechnik; Survey; Umfrage; Befragung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	There is a huge challenge of high failure rate in physical science across the world and South Africa, in particular at the high school level in recent times. This is in spite of the fact that both the educators and learners go to schools almost on daily basis perhaps doing the same thing in the same way and manner and achieving the same level or less quality results annually. The main objective of this research was to investigate beyond the usual approaches of teaching chemistry by the educators in order to determine ways and practices that can positively influence the educators' teaching efforts and foster increased pass rate and quality of passes in Physical Sciences. Twenty-seven and 33 learners in their non-randomized intact classes were involved in the control and intervention classes respectively in two different high schools believed to have always underperformed at matriculation examinations in a suburb of Pretoria. The research made use of active learning model and a special form of cooperative learning strategy nick-named "goat and sheep method" with extra activities including animation to teach the experimental class and compared learners' performances with those of the control group that were taught the usual way. It was found out that upward of 87% of learners in the intervention class showed remarkably improved pass rate in quantity and quality in the post-test. Also, the topics taught became more learner-friendly and the educator achieved higher confidence and proficiency in dealing with the subject. Proper application of the teaching method described in this study enhances chemistry educators' and learners' performances anywhere. (Contains 3 tables and 3 figures.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10