Participatory Teaching and Learning Approach: A Framework for Teaching Redox Reactions at High School Level

Autor/inn/en	Adu-Gyamfi, Kenneth; Ampiah, Joseph Ghartey; Agyei, Douglas Darko
Titel	Participatory Teaching and Learning Approach: A Framework for Teaching Redox Reactions at High School Level
Quelle	In: International Journal of Education and Practice, 8 (2020) 1, S.106-120 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Adu-Gyamfi, Kenneth) ORCID (Ampiah, Joseph Ghartey) ORCID (Agyei, Douglas Darko)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2311-6897
Schlagwörter	High School Students; Secondary School Science; Teaching Methods; Chemistry; Science Achievement; Science Tests; Achievement Tests + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Chemie; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	This study aimed at designing a framework to help students develop a conceptual understanding of redox reactions, which draws on constructivist learning theory. This framework was in the form of participatory teaching and learning approach comprising Insight, Interaction, Task, and Forum. The framework was designed and developed based on the literature and used in a teaching trial. At the prototype phase of the design-based approach, a mixed methods design was employed in data collection. Fifteen students from a second-year senior high school class responded to the achievement test and interacted with the researchers. A stratified sampling procedure was used to select the students. In lessons on redox reactions, the framework helped the teacher to identify students? alternative conceptions and confronted them through cognitive engagements leading to conceptual understanding in redox reactions. Percentages, related samples t-test, and themes were used to analyse data. The results showed that there was an improvement in students? conceptual understanding of redox reactions. It is, therefore, recommended that chemistry educators and researchers should use the framework in large scale research to assure the scientific community the efficacy of it in developing conceptual change in students. (As Provided).
Anmerkungen	Conscientia Beam. 19-C, Sunset Lane 3, DHA Phase 2 extension Karachi, Pakistan. e-mail: editor@conscientiabeam.com; Web site: http://www.conscientiabeam.com/journal/61
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01