The influence of hands-on chemistry experimental interventions on the attitudes of grade 9 learners toward natural science
- Authors: Swartbooi Tarryn Beatrix
- Date: 2019
- Subjects: Chemistry -- Study and teaching
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10948/44628 , vital:38168
- Description: The primary purpose of this research was to explore the influence that interactive, hands-on chemistry experiments may have on grade 9 learners’ attitudes toward Natural Sciences. A pragmatic research philosophy was used to best answer the research question which asked “Do hands-on chemistry interventions have a positive effect on grade 9 learners cognitive, affective and behavioural attitude toward Natural Sciences?” and explore the problem statement “The conducting of relevant hands-on chemistry experiments and demonstrations are expected to positively affect learners’ attitudes (cognitive, affective and behavioural), which would in turn motivate learners to further explore science, both in and outside of the classrooms and increase their interest”. The attitudes of learners were studied at two quintile-1 ranked schools both situated in lower socio-economic areas. The main findings that for cognitive attitude from the achievement tests were that Quintile-1 schools based in low socio-economic areas have similar cognitive attitude outcomes (pre-tests, post-tests) except for scientific language. In addition, according to multiple linear regression testing, the hands-on chemistry intervention group (test group) had a more uniform understanding of the scientific topic under study when compared to the traditionally taught group of learners (control group). Key findings from the survey and focus group for affective attitude (School A n=56 and School B n=14) showed that most of the learners responded that science interests them. They also responded that they wanted science club as a permanent fixture at their school and enjoyed doing experiments practically. Main findings for the behavioural attitudes from the focus group and survey were that hands on chemistry experiments motivated grade 9 learners to select Physical Sciences in grade 10 and it also encouraged them to want follow a career in science. From the survey responses it was inferred that learners’ behavioural attitude (BA) toward science was positively affected by science demonstrations and experiments.
- Full Text:
- Date Issued: 2019
- Authors: Swartbooi Tarryn Beatrix
- Date: 2019
- Subjects: Chemistry -- Study and teaching
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10948/44628 , vital:38168
- Description: The primary purpose of this research was to explore the influence that interactive, hands-on chemistry experiments may have on grade 9 learners’ attitudes toward Natural Sciences. A pragmatic research philosophy was used to best answer the research question which asked “Do hands-on chemistry interventions have a positive effect on grade 9 learners cognitive, affective and behavioural attitude toward Natural Sciences?” and explore the problem statement “The conducting of relevant hands-on chemistry experiments and demonstrations are expected to positively affect learners’ attitudes (cognitive, affective and behavioural), which would in turn motivate learners to further explore science, both in and outside of the classrooms and increase their interest”. The attitudes of learners were studied at two quintile-1 ranked schools both situated in lower socio-economic areas. The main findings that for cognitive attitude from the achievement tests were that Quintile-1 schools based in low socio-economic areas have similar cognitive attitude outcomes (pre-tests, post-tests) except for scientific language. In addition, according to multiple linear regression testing, the hands-on chemistry intervention group (test group) had a more uniform understanding of the scientific topic under study when compared to the traditionally taught group of learners (control group). Key findings from the survey and focus group for affective attitude (School A n=56 and School B n=14) showed that most of the learners responded that science interests them. They also responded that they wanted science club as a permanent fixture at their school and enjoyed doing experiments practically. Main findings for the behavioural attitudes from the focus group and survey were that hands on chemistry experiments motivated grade 9 learners to select Physical Sciences in grade 10 and it also encouraged them to want follow a career in science. From the survey responses it was inferred that learners’ behavioural attitude (BA) toward science was positively affected by science demonstrations and experiments.
- Full Text:
- Date Issued: 2019
Phenomenology: preconceptions and experiences of non-chemists at Rhodes University using milk paint
- Authors: Kelly, Kelvin Leigh
- Date: 2017
- Subjects: Phenomenology , Art and science , Casein , Paint , Chemistry -- Study and teaching , Science -- Study and teaching -- Philosophy
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/37942 , vital:24711
- Description: There exists an ever-increasing crisis in science education where students experience disinterest because of an inability to grasp true understanding of scientific subjects, and therefore there should be a call to increase the research of phenomenology in combination with science education. A rebalance and paradigm shift in the focus of the modes of teaching could result in a great improvement in the learning, comprehension, and intellectual self-confidence of students interested in the sciences. To study this, three research questions were established: How is chemistry perceived by non-chemists; what is the experience of the participants’ during the chemistry practical in a laboratory and; do the participants’ perspectives about chemistry change during the experience. The performed study consisted of a chemistry practical, two art works and, in some cases, an interview. Nine participants were asked to create the art under specific instructions of points of focus, namely their preconceptions prior to the practical (Artwork 1) and their lived experience during the practical (Artwork 2). Participants’ artworks were examined using methods of visual semiotics and classical art analysis techniques, looking at line, shape, and colour choice. The iterative analysis of the interviews from participants 1, 2, 7, and 9 coded with ATLAS.ti 7 software, led to the emergence of themes that constitute the core of the participants’ experience. This phenomenological study presents a path to engage the non-chemist with processes taking place in the laboratory by using ‘Kitchen Chemistry’ and illustrates how a phenomenological engagement with chemistry can make the subject more applicable to the general population of non-chemists.
- Full Text:
- Date Issued: 2017
- Authors: Kelly, Kelvin Leigh
- Date: 2017
- Subjects: Phenomenology , Art and science , Casein , Paint , Chemistry -- Study and teaching , Science -- Study and teaching -- Philosophy
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/37942 , vital:24711
- Description: There exists an ever-increasing crisis in science education where students experience disinterest because of an inability to grasp true understanding of scientific subjects, and therefore there should be a call to increase the research of phenomenology in combination with science education. A rebalance and paradigm shift in the focus of the modes of teaching could result in a great improvement in the learning, comprehension, and intellectual self-confidence of students interested in the sciences. To study this, three research questions were established: How is chemistry perceived by non-chemists; what is the experience of the participants’ during the chemistry practical in a laboratory and; do the participants’ perspectives about chemistry change during the experience. The performed study consisted of a chemistry practical, two art works and, in some cases, an interview. Nine participants were asked to create the art under specific instructions of points of focus, namely their preconceptions prior to the practical (Artwork 1) and their lived experience during the practical (Artwork 2). Participants’ artworks were examined using methods of visual semiotics and classical art analysis techniques, looking at line, shape, and colour choice. The iterative analysis of the interviews from participants 1, 2, 7, and 9 coded with ATLAS.ti 7 software, led to the emergence of themes that constitute the core of the participants’ experience. This phenomenological study presents a path to engage the non-chemist with processes taking place in the laboratory by using ‘Kitchen Chemistry’ and illustrates how a phenomenological engagement with chemistry can make the subject more applicable to the general population of non-chemists.
- Full Text:
- Date Issued: 2017
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