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RESEARCH PROPOSAL AND STATEMENT OF PURPOSE

This document outlines a research approach aimed at improving chemistry education in Ghana's colleges of education through integrated inquiry-based learning. It identifies challenges faced by student teachers, such as weak conceptual foundations and lack of practical experience, which hinder their understanding of chemistry. The study aims to explore effective teaching methods that enhance creativity, critical thinking, and problem-solving skills in alignment with national educational standards.

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10 views

RESEARCH PROPOSAL AND STATEMENT OF PURPOSE

This document outlines a research approach aimed at improving chemistry education in Ghana's colleges of education through integrated inquiry-based learning. It identifies challenges faced by student teachers, such as weak conceptual foundations and lack of practical experience, which hinder their understanding of chemistry. The study aims to explore effective teaching methods that enhance creativity, critical thinking, and problem-solving skills in alignment with national educational standards.

Uploaded by

goodepiphany
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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A RESEARCH APPROACH TO DESIGNING CHEMISTRY EDUCATION USING

INTEGRATED INQUIRY-BASED LEARNING TO IMPACT CONCEPTUAL


UNDERSTANDING OF LEARNING CHEMISTRY IN COLLEGES OF
EDUCATION IN GHANA

PROBLEM STATEMENT
Learning and understanding concepts in science and for that matter Chemistry has proven to
be a problem for student teachers in the colleges of education in Ghana.
Most of these difficulty exhibited by student teachers can be attributed to weak conceptual
foundation of chemistry in terms of lack of basic understanding of concepts or attitudinal
interest in the subject/course.
This lack of understanding of basic concepts in chemistry tend to impact creativity, critical
thinking ability, problem solving ability amongst college of education students being it on
campus or during teaching practice period when handling such subject as demanded by the
National Teacher Standard (NTS) and the National Teacher Education Curriculum
Framework (NTECF)
Most students’ images of concepts of Science especially chemistry and physics are not
formed through personal experiences in science such as practical work or blended learning
but of theory alone. There are only a handful of student teachers whose experience in science
are through practical and blended based learning.
The teaching and learning of chemistry in Colleges of Education therefore becomes difficult
as student teachers tend not to understand the concepts of chemistry that is linked with
everyday life and the teaching of science in general in our basic schools.

The results in this thesis will contribute to understanding of how to improve teaching inquiry-
based chemistry in a way that facilitates conceptual understanding and improving problem
solving skills in student teachers

RESEARCH QUESTION AND AIM:


What are the current approaches to facilitating chemistry education in the CoE?
Are these approaches making up for the lack of foundation in chemistry concepts from SHS?
Are these approaches impacting the creativity, critical thinking ability?
How will integrated inquiry based learning cater for weak foundation in chemistry concepts
and education?
Will the integrated inquiry based learning impact the creativity, critical thinking ability and
enhance teaching and learning in CoE?

1
The aim of the study is to explore how to teach for conceptual understanding in Chemistry
education within the framework of an integrated inquiry-based science in line with NTS and
NTECF.
RESEARCH STRATEGY/DESIGN:

STATEMENT OF PURPOSE

I am very much interested in improving the teaching and learning of concepts of science
especially in chemistry education. My university career, employment and personal
experiences have further fuelled my passion for improving teaching and learning in the
educational sector.

I have developed strong analytical research skills, a capacity for truly critical thought and an
appreciation for the teaching and learning process in the education sector.

I have experience as a researcher, demonstrator on various research work linked with


analytical chemistry, organic chemistry and experience in Action research in the educational
field with examples of some research projects done together with my student teachers.

As a student of research, I have gained the research skills through my engagement with my
students as a Tutor/Lecturer to be able to analyse the teaching and learning process and its
effects when it’s rightly done on students.

Also, I have a sufficient course work history in Science (Chemistry, Physics) to be able to
make more advanced quantitative techniques when given access to graduate courses on the
subject.

As a Tutor and project supervisor, I have assisted and continue to assist student-teachers and
teachers with their action research in solving problems pertaining to teaching and learning in
science education. We examine problematic scenarios, address pressing issues and explore
multiple strategies in order to make scientific concepts in science very easy to understand in
accordance with the National Teacher standards and the National Teacher Education
Curriculum Framework.

Evidently, upon my acceptance into the doctoral program I am apt to apply similar critical
perspective to further my research by exploring multiple practicable measures to gain a
diversified analysis of education issues in science education.

2
My teaching experience at the senior high school level and the college of education over the
few years I have been teaching/lecturing has exposed me to how the teaching and learning
process in science education can be made in such a way to be much learner centred and
problem solving, critical thinking friendly experience for tutors, student teachers, learners in
the elementary, Junior High School and Senior high school levels of education. I have
witnessed how student teachers have struggled to catch up with concepts by trying to have a
new foundation altogether instead of building on from their relevant previous knowledge.

My proposed research allow me to use such experience gained from dealing with my student
teachers and the learners from the basic schools to be able to research into the evidential
problems and find practical educational solutions to science education.

Having participated in conferences organised by TTEL before the implementation of the 4


year B.Ed. program in all colleges of education in Ghana as a representative of the science
department in my college. As the subject Lead for Introduction to Integrated Science in my
college, I have been a participant of workshops on course manuals for the science subject
given me the opportunity to be open up to the challenges and solutions in the science
education framework.

The analytical framework and organizational skills I have gained are evident qualities that I
can apply to my studies. Conclusively I see science education as the foundation of our future
as problem solving, critical thinking society, and the extent to which we will be able to teach
and learn in sustainable ways.

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