Abstract
The prime purpose of this investigation was to improve Pre-service Chemistry Teachers (PCTs) understanding of reaction related concepts of Aliphatic Hydrocarbons (AHCs). Participants were 12 PCTs selected from a pool of 87 second year PCTs taking Introductory Organic Chemistry course in Arbaminch college of Teachers Education, Southern Nations, Nationalities and Peoples Regional State (SNNPRS), Ethiopia. The study was carried out in 2017 G.C. The selection of partakers was made on random basis. Case study method was employed in this in-depth investigation. The study was conducted in 7 weeks duration covering all concepts of AHCs. Conventional Instructional Approach (CIA) was employed in the Comparison Group (CG) and Conceptual Change Instructional Approach (CCIA) through the use Conceptual Change Texts (CCTs) was used in the Intervention Group (IG). A semi-structured interview was used for evaluating understanding of PCTs in relation to reactions of AHCs. To analyze the interview data, a framework analysis approach was followed. Analyses showed that the PCTs in IG had improved gaining of reaction related concepts of AHCs than those in CG. Participants in the IG reflected reduced Alternative Conceptions (ACs) and more Correct Conceptions (CoCs) than those in the CG. Reduced ACs and more CoCs from analyses of detailed recordings of PCTs responses confirmed enhanced understanding of reactions of AHCs in the IG.
Highlights
Though learning is complex than perceived by scholars, the teaching-learning process is imperative to bring change in learners
From 9 Alternative Conceptions (ACs) reported by the Comparison Group (CG) Pre-service Chemistry Teachers (PCTs), 5 were reported only once, 2 were reported twice, 1 AC was reported three times and another 1 AC was reported five times by participants
All participants struggled with the introductory level reaction related aliphatic hydrocarbon concepts during the treatment
Summary
Though learning is complex than perceived by scholars, the teaching-learning process is imperative to bring change in learners. Scholars and practitioners agree on this in unison. Sometimes it becomes a simple rhetoric when understanding becomes a point of discussion in relation to learning and change on students. Perhaps, this idea could be recognized as a cumulative glimpse if empirical perspectives-which are reviewed below-are not considered. If understanding is not the center of attention of teaching-learning process run by institutes like colleges, they could be recognized as brick-and-mortar organizations. Learning with understanding does deserve attention in all areas of education including chemistry
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