PRE-SERVICE CHEMISTRY TEACHERS’ DEPICTION OF NOMENCLATURE RELATED ALIPHATIC HYDROCARBON CONCEPTS

Abstract

The main purpose of the study was to determine pre-service chemistry teachers’ (PCTs) understanding of nomenclature related concepts of aliphatic hydrocarbons (AHCs). The study investigated PCTs understanding on nomenclature related concepts of AHCs. A qualitative case study approach, through in-depth interview, was employed to look into PCTs understanding. Twelve PCTs, from two intact classes of 87 students, were selected randomly for the interview. The participants were second year PCTs registered in Introductory Organic Chemistry I course in Arbaminch College of Teachers Education, Ethiopia in the year 2017 G.C. A semi-structured interview was used for assessing understanding of PCTs in relation to nomenclature of AHCs. A framework analysis approach was applied to analyze interview data. The results of analysis revealed that the PCTs in the Intervention Group (IG) had better acquisition of nomenclature related concepts than those in the Comparison Group (CG) after conceptual change instructional approach through the use of Conceptual Change Texts (CCTs). The PCTs’ responses showed several conceptions which are at variance with chemist’s outlook.

Keywords: Pre-service chemistry teachers, hydrocarbons, conceptual change, nomenclature, IUPAC system

REFERENCES

Adu-Gyamfi, K., Ampiah, J. G., & Appiah, J. Y. (2017). Students’ difficulties in IUPAC naming of organic compounds. Journal of Science and Mathematics Education, 6(2), 77-106.

Adu-Gyamfi, K., Ampiah, J. G., & Appiah, J. Y. (2012). Senior high school students’ difficulties in writing structural formulae of organic compounds from IUPAC names. Journal of Science and Mathematics Education, 6(1), 175-191.

Adu-Gyamfi, K., Ampiah, J. G., Appiah, J. Y. (2013). Senior high school chemistry students’ performance in IUPAC nomenclature of organic compounds. Cypriot Journal of Educational Sciences, 8(4), 472-483.

Akkuzu, N., & Uyulgana, M. A. (2016). An epistemological inquiry into organic chemistry education: exploration of undergraduate students' conceptual understanding of functional groups. Chem. Educ. Res. Pract., 17, 36-57.

Duis, J. M. (2011). Organic chemistry educators' perspectives on fundamental concepts and misconceptions: An exploratory study. Journal of Chemical Education, 88(3), 346-350.

Faver, H. A., & Powell, W. H. (2014). Nomenclature of organic chemistry: IUPAC recommendations and preferred names 2013. Cambridge: Royal society of Chemistry.

Gale, N. K., Heath, G., Cameron, E., Rashid, S., & Redwood, S. (2013). Using Framework Method for Analysis of Qualitative Data in Multi-disciplinary Health Research. Medical Research Methodology, 13(117), 1-8. 

Harrison, A. G., & Treagust, D. F. (2000). Learning about atoms, molecules, and chemical bonds: A Case study of multiple-model use in grade 11. Chemistry. Sci. Educ., 84(3), 352-381.

Jhonstone, A. H. (2006). Chemical education research in Glasgow in perspective. Chemical Education Research and Practice, 7(2), 49-63.

Jhonstone, A. H. (2010). You can’t get there from here. Journal of Chemical Education, 87(7), 22-29.

Johnstone, A. H. (1991). Why is science difficult to learn? Things are seldom what they seem. Journal of Computer Assisted Learning, 7, 75-83.

Johnstone, A. H. (2000). Teaching of chemistry – logical or psychological? Chemistry Education: Research and Practice in Europe, 1(1), 9.

Lyons, L. L., Freitag, P. K., & Hewson, P. W.  (1997). Dichotomy in thinking, dilemma in actions: Researcher and teacher perspectives on a chemistry teaching practice. Journal of Research in Science Teaching, 34 (3), 239-254.

Mirzaie, R. A., Shamohammadi, M., & Kouhi, A. (2010). Study of students’ mental images effect on learning chemistry. Eurasia Journal of Physics and Chemistry Education, 2(1), 53-62.

O’ Dwyer, A. (2012). Identification of difficulties in teaching and learning of introductory organic chemistry in Ireland and the development of a second-level intervention programme to address these. Unpublished PhD Thesis, University of Limerick.

O’Dwyer, A., & Childs, P. E. (2017). Who says organic chemistry is difficult? Exploring Perspectives and Perceptions, EURASIA Journal of Mathematics Science and Technology Education, 13(7), 3599-3620.

OECD (2018). Teaching for the Future: Effective classroom practices to transform Education. Paris: OECD publishing.

Omwirhiren, E. M., & Ubanwa, A. O. (2016). An analysis of misconceptions in organic chemistry among selected senior secondary school students in Zaria local government area of Kaduna state, Nigeria. International Journal of Education and Research, 4(7), 247-266.

Osman, K. (2017). Addressing secondary school students’ misconceptions about simple current circuits using the learning cycle approach. In M. Karpudewan, A.N. Zain and A.L. Chandrasegaran (Eds.), Overcoming Students’ Misconceptions in Science: Strategies and Perspectives from Malaysia (PP. 223-242), Singapore: Springer.

Panico, R., Powell, W. H., & Richer, J. C. (1993). A Guide to IUPAC nomenclature of organic compounds, recommendations 1993. Oxford: Blackwell Science.

Rabiee, F. (2004). Focus-group interview and data analysis, Proceedings of the Nutrition Society, 63, 655–660.

Ritchie, J., & Spencer, L.  (1994). Qualitative data analysis for applied policy research. In A. Bryman and R.G. Burgess (Eds.), Analyzing Qualitative Data (pp. 173–194). London: Routledge.

Sarkodie, P. A., & Adu-Gyamfi, K. (2015). Improving students’ performance in naming and writing structural formulae of hydrocarbons using the ball-and-stick models. Chemistry: Bulgarian Journal of Science Education, 4(25), 203-219. 

Sendur, G., & Toprak, M. (2013). The role of conceptual change texts to improve students’ understanding of alkenes. Chem. Edu. Res. Prac., 14, 431-449.

Sendur, G. (2012). Prospective science teachers’ misconceptions in organic chemistry: The case of alkenes. Journal of Turkish Science Education, 9(3), 186-190.

Shaw, D. B., & Yindra, L. R. (2003). Organic nomenclature, Journal of Chemical Education, 80(10), 1223.

Shenton, A. K. (2004). Strategies for insuring trustworthiness in qualitative research projects. Education for Information, 22, 63-75.

Skelly, K. M. (1993). The development and validation of a categorization of sources of misconceptions in chemistry. In proceedings of the third international seminar on misconceptions and educational strategies in science and mathematics, Misconception Trust: Ithaca, NY.

Sobal, J. (2001). Sample extensiveness in qualitative nutrition education research. JNE, 33:184–192.

Solomon, A. (2008). Policy formulation curriculum development and implementation in Ethiopia. Addis Ababa: Book centre of Addis Ababa University.

Sweeney, A. E., Bula, O. A., & Cornett, J. W. (2001). The role of personal practice theories in the professional development of a beginning high school chemistry teacher. Journal of Research in Science Teaching, 30(4), 408-441.