Effectiveness of Integrating Hands-On Activities In The Learning of Chemical Bonding in High-School Setting
Authors/Creators
- 1. Department of Chemistry and Chemical Engineering, Shaoxing University; No.508 Huancheng West Road, Shaoxing, Zhejiang, 312000 P.R.China
- 2. Professor, Department of Chemistry and Chemical Engineering, Shaoxing University Shaoxing, Zhejiang 312000, P.R.China
- 3. DEIL group of Company, dept. International Educations, Mathematics & statistics
- 4. Professor, Department of Chemistry Education, University of Education, Winneba, P. O. Box 25 Winneba, Ghana
- 5. Department of Accounting, Southwest University of Finance and Economics, P.R.China
Description
Introduction
The importance of education in general and integrated science education in particular to mankind cannot be over-emphasized. No nation can afford to overlook integrated science education at any level of education and hope to thrive in any field of human endeavor. Science education is imperative for useful living in any society. It is at the center for producing resources necessary for socio-economic, scientific and technological development needed for advancement of any nation. Training young scientist require knowledgeable, dedicated and resourceful science teachers to lay good foundation of science. The importance of science has enable governments to design policies to increase science learning in schools. Unfortunately despite the government’s drive to draw more students to science, especially at the second cycle levels, more students keep running away from it (Eminah, 2007).
O’Connor (2002) identified the use of inappropriate teaching strategies as one of the factors that contribute to the low participation and performance of students in integrated science. The teaching methods used are not practical enough and that teachers make little effort to relate the concepts learnt and the examples/illustrations used to real life, especially within the context of the students' own lives and their immediate environment. This has a negative effect on students' interest and motivation to study integrated science, mathematics and technology (SMT) subjects. Danso (2010) stipulated that teachers favor teacher-centred, knowledge based teaching methods that leave little room for learners' participation. The most commonly used teaching methods at both basic and secondary levels have been found to be lecturing; question and answer; explanations of procedures and note giving, in that order (O’Connor, 2002).