| Title: |
Employing Microscience Equipment to Promote Chemistry Education through Constructivist Hands- and Minds-On Activities |
| Language: |
English |
| Authors: |
Hanson, Ruby (ORCID 0000-0002-2964-0197) |
| Source: |
Interchange: A Quarterly Review of Education. Dec 2021 52(4):521-544. |
| Availability: |
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: |
Y |
| Page Count: |
24 |
| Publication Date: |
2021 |
| Document Type: |
Journal Articles; Reports - Research; Tests/Questionnaires |
| Descriptors: |
Science Equipment; Chemistry; Constructivism (Learning); Hands on Science |
| DOI: |
10.1007/s10780-021-09422-8 |
| ISSN: |
0826-4805 |
| Abstract: |
This study sought to use simple, less costly, robust equipment and constructivist pedagogies, that promote and foster learning, to enable an intact class of 81 teacher trainees in a teaching programme to form their own authentic concepts through fun-filled, engaging social interactions. Data were collected by means of two-tier diagnostic assessments in a constructivist classroom environment that employed microscience equipment and activities. Questionnaires, semi-structured interviews, and observation schedules were employed to triangulate data and acquired learning skills. From the study, it was found that the variant hands-on and minds-on constructivist approach enhanced the acquisition of many learning skills, created environmental awareness, and concept formation. The implication here is that, the varied constructivist approach has the potential to change the way chemistry is taught in more pragmatic, interactive, simple, fun, and engaging ways to facilitate conceptual understanding of chemistry for sustainability and further innovations in STEM development. |
| Abstractor: |
As Provided |
| Entry Date: |
2021 |
| Accession Number: |
EJ1316703 |
| Database: |
ERIC |