http://41.74.91.244:8080/handle/123456789/714 2026-04-05T20:07:14Z http://41.74.91.244:8080/handle/123456789/2198 Engagement in constructing understanding of selected chemistry concepts through the integration of indigenous knowledge Assey, C.E. Students’ engagement in chemistry lessons is essential for construction of knowledge and understanding. The issue is with the adoption of teaching and learning strategies that encourage students’ engagement. Indigenous knowledge (IK) practices have been argued to provide suitable contexts in relation to the students’ everyday life experiences to reveal the relevance, practicality and applicability of concepts for effective teaching and learning. Therefore, chemistry lessons designed using suitable contextual IK practices, have the tendency to promote the meaningfulness of concepts to students thereby fostering their engagement in lessons. The study was conducted as a case study to evaluate the effect of students’ engagement in ‘integrated indigenous knowledge-chemistry lessons’ (IIK-CLs) on students’ learning outcome. Relevant data was collected from 20 purposely sampled IK experts and 8 chemistry tutors and ‘integrated indigenous knowledge-chemistry lessons were consequently developed. Specific chemistry concepts were taught using the ‘IIK CLs’ which engaged students in numerous activities. The behavioural, emotional and cognitive engagement of 26 randomly sampled students were assessed using observational schedule and questionnaire on all three types of engagement. The interrupted time series design was also used to evaluate the effect of the designed ’integrated ‘IK-CLs on the students’ learning outcome and on gender. Students’ responses were analysed using Excel and statistical package for the social sciences (SPSS) and the results presented in tables and graphs. The ‘IIK-CL’ recorded a high percentage of students’ engagement, revealed a significant improvement in students’ performance and impacted positively on students learning. The integration of IK practices in the teaching of chemistry concepts promoted students’ engagement and enabled the construction of knowledge and understanding A thesis in the Department of Science Education, Faculty of Science Education submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Doctor of Philosophy (Science Education) in the University of Education, Winneba 2022-01-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/2165 Using micro chemistry equipment activities to improve undergraduate teacher-trainees’ conceptions of selected inorganic chemistry topics Hanson, R The study was aimed at improving on 48 teacher-trainees‟ concepts in an introductory inorganic chemistry course through practical micro chemistry equipment (MCE) activities and curriculum materials. These materials were validated through scrutiny by experts in Chemistry Education, trials in a comparable institution and Kuder Richardson‟s formula, KR-20. Some of the topics which were covered in the study were the nature of solutions, chemical stoichiometry, balancing of equations, periodicity and hybridisation. A practical approach to instruction was adopted while using MCE as an interventive tool. The study was an action research. Data were collected from an intact class of 48 regular first year chemistry teacher-trainees at the University of Education, Winneba, by means of a two-tiered diagnostic concept test, classroom lessons and MCE-activities during chemistry periods. Semi-structured interviews, questionnaires and observation schedules were employed to triangulate the data. There was also an evaluation of students‟ acquired skills in the use of the micro-chemistry equipment as they were trained in the use of MCE, which they could access readily and handle without fear of damage. The activities were also to imbue them with the skills of using the MCEs to design more authentic chemistry practical activities when they move to the schools as classroom teachers. Students were expected to gain concept, process and laboratory skills. From the study, it was found that the MCE approach enhanced practical skills acquisition and chemistry concept formation. The implications of the results for the teaching and learning of chemistry concepts are that teaching through the MCE-concept approach has the potential to change the way chemistry is taught and learned in a more interactive, exciting, simple and easy way. In addition, MCE activities developed in this study would be feasible for use in other institutions of learning. A thesis in the Department of Science Education, Faculty of Science Education, submitted to the School of Graduate Studies, University of Education, Winneba, in partial fulfilment of the requirements for the award of a Doctor of Philosophy (Science Education) Degree DECEMBER, 2014 2014-01-01T00:00:00Z