Factors Contributing to Teachers' Conceptual Difficulties in Teaching High School Organic Chemistry

Autor/inn/en	Adu-Gyamfi, Kenneth; Asaki, Isaiah Atewini
Titel	Factors Contributing to Teachers' Conceptual Difficulties in Teaching High School Organic Chemistry
Quelle	In: European Journal of Science and Mathematics Education, 11 (2023) 1, S.49-67 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Adu-Gyamfi, Kenneth) ORCID (Asaki, Isaiah Atewini)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2301-251X
Schlagwörter	Foreign Countries; Science Instruction; Secondary School Science; High School Teachers; High School Students; Organic Chemistry; Scientific Concepts; Concept Formation; Teacher Education; Teacher Collaboration; Teacher Competencies; Ghana + Suchen Sie Ihr Suchwort? Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Studentin; Organische Chemie; Concept learning; Begriffsbildung; Lehrerausbildung; Lehrerbildung; Lehrerkooperation; Lehrkunst
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. (As Provided).
Anmerkungen	European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01