The Use of Information and Communication Tools to Teach Particulate Nature of Matter: A Study of a Science Class

Felix Ameyaw

doi:10.7176/jep/11-13-11

Abstract

This paper deals with the use of information and communication tools to teach particulate nature of matter in a Science class at Guakro Effah Senior High School in the Techiman North District of Ghana. The research design used for the study was action research. A sample of 35 students were selected for the study using convenience sampling technique. The instrument used for gathering data were test and observation. Information and communication tools were used to teach the students during the intervention. Data collected was analysed with descriptive and inferential statistics. The findings revealed that students understand abstract concepts better when information and communication tools were used to teach, students’ performance improved and they were motivated during Chemistry lesson when information and communication tools were used to teach. The study recommends the need to use information and communication tools to teach abstract concepts in chemistry and the need to priorities in-service training and seminars for Science teachers to improve on their skills in order to use information and communication tools in delivery of their lessons effectively. Keywords: Information, Communication tools, Particulate Nature of Matter DOI: 10.7176/JEP/11-13-11 Publication date: May 31 st 2020

Highlights

Researches in Science Education show that students have difficulty in acquisition of abstract scientific concepts (Özcan, 2003; Çimer, 2004; Saka, 2006; Zeidan, 2010)
Report on Rutherford Structure of Atom Information and communication tools used in this lesson includes: computer and a projector
One purpose of Science Education is to ensure that learner understand Science concepts and be able to apply it to human’s need

Summary

Introduction

Researches in Science Education show that students have difficulty in acquisition of abstract scientific concepts (Özcan, 2003; Çimer, 2004; Saka, 2006; Zeidan, 2010). Many Senior High School students experience difficulties with fundamental concepts in Chemistry. Chemistry deals with chemicals and their reactions most of which are very dangerous to life if not handled with caution Reactions of these chemicals in most cases are not easy to understand by students without seeing them in real term. Teachers usually explain these reactions abstractly and through molecular diagrams. Chemistry had been regarded as a difficult subject for students by many researchers, teachers and science educators because of the abstract nature of many chemical concepts, teaching styles applied in class and lack of teaching aids. Atomic Structure is among some Chemistry topics which are taught abstractly by many Senior High School Science Teachers. Park and Light (2009) have studied the concept of atomic structure and maintained that one problem with previous research has been focused on students’ difficulties, while not providing advice to teachers how to proceed and solve these difficulties

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