Nudging College Pre-service Teachers towards the Desired Path in Isomerism Concepts of Aliphatic Hydrocarbons through the Use of Conceptual Change Texts

Woldie Belachew

doi:10.29333/ejmste/112116

Abstract

The main objective of the study was to determine Pre-service Chemistry Teachers’ (PCTs) understanding of isomerism related concepts of Aliphatic Hydrocarbons (AHs). To get in-depth picture of PCTs understanding on isomerism related concepts of AHs, case study was employed. The sample for this study consisted of twelve participants selected from 87 PCTs randomly, in two classes. These were second year PCTs registered in Introductory Organic Chemistry I course in Arbaminch College of Teachers Education, Southern, Nations, Nationalities and Peoples Regional State (SNNPRS), Ethiopia in the year 2017 G.C. A semi-structured interview was used for judging understanding of PCTs in relation to isomerism concepts. A framework analysis approach was applied to analyze interview data. The results of analysis revealed that the PCTs in the Intervention Group (IG) had better acquisition of isomerism concepts than those in the Comparison Group (CG). Based on the results and discussions, conclusions were made.

Highlights

Literature search (Johnstone, 2006; Johnstone, 2010; O’Dwyer & Childs, 2017) indicated that organic chemistry, in general, is difficult for college level learners
This study examines the understanding of learners in the conceptual change text-based instruction group and those in the traditional text-based instruction group in relation to isomerism
From twelve COCs reported from intervention group pre-service chemistry teachers, five were reported only once, six were reported twice and one COC was reported three times by participants

Summary

Introduction

Literature search (Johnstone, 2006; Johnstone, 2010; O’Dwyer & Childs, 2017) indicated that organic chemistry, in general, is difficult for college level learners. Learners face difficulty almost in all concepts of introductory organic chemistry (O’Dwyer & Childs, 2017). The existence of isomerism related nuances have been reported in different research papers (Bryan, 2007; Taagepera & Noori, 2000; Schmidt, 1992; Sendur, 2012). According Bryan (2007) as long as there is a C=C bond with two different groups on each side of the double bond, it can display cis-trans isomerism. Instructional approaches, such as conceptual change, approach have the potential to correct/remediate alternative conceptions indicated in here

Methods

Results

Discussion

Conclusion