Understanding Teacher Trainees’ Reasoning Patterns about the Formation and Description of Chemical Compounds

Abstract

In this study, diagnostic worksheets adopted from the Royal Society of Chemistry and microscale chemistry activities were employed to investigate teacher trainees’ understanding of chemical compounds. The framework for the study was hinged on the constructivist theory. Participants in this study were 36 1st-year undergraduate teacher trainees of the Departments of Chemistry and Physics Education in the University of Education, Winneba. One group was taught through the use of worksheets, while the other was engaged through traditional exercises, but all participated in microscale activities. A pre-test to assess homogeneity of the groups showed a common performance entry point. It revealed that trainees had language-based problems, conceptual misunderstanding, and poor interpretation of chemical formula. Post-test and retention test showed significant differences between groups. The group that used the worksheets, though simple, outperformed the traditional group. Thus, the study concluded that the use of diagnostic worksheets affects trainees’ understanding of principles required for the formation of chemical compounds and enhances retention (t = 20.6; ρ ˂0.05). This study was significant because trainees must gain exposure on how to develop sound scientific concepts through innovative ways to help their own students to break the vicious cycle of chemical misconceptions.

Keywords

• chemical compounds
• diagnostic worksheets
• teacher trainees
• reasoning patterns