Authors:Derejaw Yesgat Pages: 1 - 18 Abstract: Both inquiry and simulation teaching methods are active teaching methods that used the frame work of social constructivist teaching approach. This research was designed to examine the combined effect of inquiry and computer simulation teaching chemistry on secondary students’ chemistry achievement and attitude towards chemistry. All secondary school students enrolled in Finote Selam Town were the population of the study. From these all three secondary schools were selected as a sample using compressive sampling technique. From the three schools 90 students were sampled using stratified random sampling method and those randomly assigned to a controlled and two experimental groups. Chemistry achievement test and attitude test were prepared to use as a pretest and posttest. One-way ANOVA was used to analyze the data and from the data analysis, the pretest result of both chemistry achievement (X, M=12.17, EG1, M=11.47, EG2, M=11.17, F=0.618, P>0.05) and attitude test (X, M=2.86, EG1, M=2.74, EG2, M=2.85, F=1.008, P>0.05) were not significantly different among the three groups. But there was significant difference in the posttest result of the three groups (X, M=12.27, EG1, M=14.5, EG2, M=16.6, F=17.05, P<0.05) and attitude test (X, M=2.83, EG1, M=3.24, EG2, M=4.04, F=39.8, P<0.05). From the data analysis inquirybased blended with simulation teaching method was better than both teacher center and simple simulation method. [African Journal of Chemical Education—AJCE 12(1), January 2022] PubDate: 2022-02-11 Issue No:Vol. 12, No. 1 (2022)
Authors:A.F.M. Fahmy, Iftikhar Imam Naqvi Naqvi Pages: 19 - 34 Abstract: Presently we live in the period, categorized as the era of the fourth industrial revolution (4IR). This era makes way for the promises which are characterized by the fusion of the digital, biological, and physical worlds. Ample opportunities have ushered owing to the growing utilization of new technologies such as artificial intelligence, cloud computing, robotics, 3D printing, and the Internet availability in our daily lives. In addition to that advanced wireless technologies, among others, have culminated into economic disruption with uncertain socio-economic consequences. This situation demands that we bring about such amendments in our educational systems that it caters for the 4th IR era. It is thus necessary for scientists and educators around the world to strongly support the education system that promotes learning of science with other fields under the umbrella of STEM. Because it prepares professionals who can transform society to innovation and sustainable solutions in the 4th IR era. Due to technology innovation and growth in the knowledge-related economy, there is a need for inculcating targeted and strategic skills, and that STEM is responding to the changing technological world. However, in order to circumvent its few shortcomings this method needs some improvisation which are being put forward in this presentation of ours and it suggests to employ a synergy of inquiry approach, STEM and SA teaching methodologies, which we believe that it enhances the student systems (systemic) thinking ability that enable them to build alternative benign creative systemic solutions for the global energy crisis, and then choose between them. [African Journal of Chemical Education—AJCE 12(1), January 2022] PubDate: 2022-02-11 Issue No:Vol. 12, No. 1 (2022)
Authors:Ruby Hanson Pages: 35 - 70 Abstract: This paper examines how the use of micro chemistry equipment can support effective practical lessons in schools to minimize cost, save the environment, and promote contextualization of theory. It particularly assesses the relevance of scaling down activities to sustainable development as well as gains in scientific conception, reduced exposure to hazardous chemical, reduced waste generation, and implicit financial gains. Through a case study, data were obtained from two different groups of students totaling 115 through laboratory activities, tests, questionnaires and observation schedules to ascertain the potential of the micro chemistry equipment in four micro labs. Findings indicated that participants found the micro chemistry labs to be safe, required the use of minimal chemicals as compared to conventional equipment in standard laboratories, generated less waste, and enhanced their understanding of theoretical concepts. Implications were discussed and recommendations made from the findings. [African Journal of Chemical Education—AJCE 12(1), January 2022] PubDate: 2022-02-11 Issue No:Vol. 12, No. 1 (2022)
Authors:Sivakumar Krishnamoorthy Pages: 71 - 81 Abstract: This review report looks at the possibilities of using the existing online resources for teaching exclusively chemistry experiments virtually. In the lockdown due to the coronavirus pandemic, access to the laboratories in the academic institutions are restricted. E-learning of theoretical courses are in line since April 2020 after lockdown. Unfortunately, students doing science, engineering and technology courses including chemical sciences are missing the learning of practical chemistry due to the restriction of access to the labs. Only very few virtual chemistry labs, web resources, simulation platforms are available freely for teaching and learning chemistry practicals. In order to create a one-point reference material for teaching chemistry experiments, freely accessible web resources are consolidated, reviewed and introduced to the readers. The web resources discussed in the article would help the teachers to teach exclusively the chemistry experiments and instruments remotely through virtual platforms. [African Journal of Chemical Education—AJCE 12(1), January 2022] PubDate: 2022-02-11 Issue No:Vol. 12, No. 1 (2022)
Authors:M. J. Ahiakwo, M. O. Ene Pages: 82 - 94 Abstract: This paper provides insight into the perception of those teaching and learning organic chemistry topics; it compares the learners’ own perception of organic chemistry topics with teachers’ perception of the same organic chemistry topics. [African Journal of Chemical Education—AJCE 12(1), January 2022] PubDate: 2022-02-11 Issue No:Vol. 12, No. 1 (2022)
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