CW-Department of Educational Communication and Technology
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Browsing CW-Department of Educational Communication and Technology by Author "Ituma, Monica Gakii"
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Item Chemistry teachers’ role in changing practical work from “hands on” activities to “minds on” activities(2015-07) Ituma, Monica Gakii; Twoli, N. W.Practical work is important in the effective learning of Chemistry. In most Kenyan secondary schools practical work mainly involves ‘hands on’ activities where learners follow laid down procedures to arrive at a predetermined outcome. This may lead to working without much thought of the actions and thus low conceptualization resulting in poor performance in chemistry at the end of the course. This study aims at providing alternative approach on how to engage the learners’ mind more in practical activities. Data was collected through observations of practical lessons, followed by analysis of instructional materials used by chemistry teachers and questionnaires for the chemistry teachers. The findings showed that the strategies used to teach practical work did not adequately focus on the learners’ ‘minds on’ the activity. The teachers, therefore, require design and resource support for the implementation of learner-centred investigative practical work in secondary school chemistry. Keywords: Instructional Materials, “Minds On” Practical Activities, Practical InvestigationsItem Purpose and structure of tests in secondary school chemistry: the teachers’ response.(2011) Ituma, Monica Gakii; Twoli, N. W.Much time and resources are invested in frequent testing of students at secondary school level. This is done with an understanding that testing brings improved learning and therefore better performance. This perceived link between testing and performance seems to be the driving force in the testing process. This is much so in the subjects which have traditionally been perceived as difficult and these include mathematics and sciences. This paper discusses some aspects of testing in secondary schools and particularly focuses on one of the science subject which is chemistry. The impetus to focus on chemistry is drawn from consistence posting of poor results at the end of the course in the national examinations. It was envisaged that some views from the teachers would reveal possible weaknesses and strengths that could be shared with other partners with the aim of bringing higher gains in the performance of chemistry and possibly other science subjects. The data discussed in this paper was generated from a survey study which was conducted among a cluster of teachers of secondary schools near Nairobi in Kenya. A total of thirty four (34) teachers from fifteen (15) schools were involved in the study which used mainly questionnaires, interviews and document analysis to collect data. The results indicate that teachers of chemistry take testing as an important process that can bring improvement in learning. Teachers also recognize that only quality tests and proper administration can bring desired effects. Frequency in testing stood out as a feature which emphasized the notion that ‘frequency in testing is proportional to improvement in learning’. Theory test papers were dominant and tested a range of content in the science domains. Chemistry teachers also recognized that skills are important and these were accommodated by practical tests especially in higher classes. Results from tests can be very important to a chemistry teacher or any other teacher in providing ‘feedback for improved instruction’. Results can also be used to compare with other subjects in the school, local schools in the same subjects and can also be used for prediction in the National Examinations. Despite government’s emphasis on improved performance in science, it has no firm guiding policy on test management in schools.