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Problems and prospects of teaching chemical equilibrium at the further education and training (FET) band

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dc.contributor.advisor Ochonogor, C. E.
dc.contributor.advisor Atagana, H. I.
dc.contributor.author Marumure, Godfrey Pisirai
dc.date.accessioned 2013-08-15T06:11:09Z
dc.date.available 2013-08-15T06:11:09Z
dc.date.issued 2012-11
dc.identifier.citation Marumure, Godfrey Pisirai (2012) Problems and prospects of teaching chemical equilibrium at the further education and training (FET) band, University of South Africa, Pretoria, <http://hdl.handle.net/10500/10394> en
dc.identifier.uri http://hdl.handle.net/10500/10394
dc.description.abstract Several misconceptions show up when learners answer questions on Chemical Equilibrium during examinations. Literature from other researchers shows similar trend of misconceptions (Johnstone, 2000; Morais, Paiva and Barros, 2007; Adesoji and Babatunde, 2008) for example, ‘apply pressure to the reactants’ (Johnstone, 2000). This shows that Chemistry has no meaning to these learners and they end up with misconceptions as they try to memorise facts in order to pass examinations. Learners are taught before writing these examinations, but how are they taught the concepts of Chemical Equilibrium? A descriptive approach was used on an exploratory survey conducted in Thohoyandou Cluster among Physical Science (Chemistry) FET band Educators. Cluster sampling of 40 educators from 18 randomly sampled schools responded to questionnaires. Five ‘well experienced’ educators who have been producing ‘good’ results at Grade 12 NSC examinations and two Physical Sciences subject advisors were interviewed. Using Spearman Brown Split-Half statistical method a 0,891 reliability coefficient was obtained. Research results show lack or under utilisation of laboratory equipment, teaching strategies which promote rote learning. Lack of confidence of educators due to deficiency in topic content knowledge and pedagogical skills which promote conceptual understanding were identified. Problem of English language leading to communication breakdown between educator-learners and between learner-subject leading to emergency of knowledge gaps in learners. Educators consider professional development through re-training and workshops on subject content matter and teaching strategies as the way forward to improve the quality of teaching. Topic specific PCK focusing on problem-solving strategy was recommended as a means to increasing educators’ efficiency in teaching and enhance learners’ comprehension and achievement in Physical Science. en
dc.format.extent 1 online resource (xii, 144 leaves) : col. ill.
dc.language.iso en en
dc.rights University of South Africa
dc.subject Chemical equilibrium en
dc.subject Content knowledge en
dc.subject Dynamic equilibrium en
dc.subject FET band en
dc.subject Pedagogical content knowledge (PCK) en
dc.subject Pedagogical knowledge en
dc.subject Problem en
dc.subject Prospect en
dc.subject Problem solving en
dc.subject Teaching strategy en
dc.subject Reversible reaction en
dc.subject.ddc 541.392071268257
dc.subject.lcsh Chemical equilibrium -- Study and teaching (Secondary) -- South Africa -- Thohoyandou
dc.title Problems and prospects of teaching chemical equilibrium at the further education and training (FET) band en
dc.type Dissertation en
dc.description.department Science and Technology Education en
dc.description.degree M. Sc. (Mathematics, Science and Technology Education (Chemistry Education))


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