The Potential of Micro-scale Chemistry Experimentation in enhancing teaching and learning of secondary chemistry : Experiences from Tanzania Classrooms

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This paper reports on the views and experiences of the teachers and students participating in the summative evaluation phase of a micro-scale chemistry instruction scenario via developed examplary curriculum materials (the MSCE approach) to support teachers with implementation of practical work in A-level chemistry classes in Tanzania.The evaluation involved field testing of the materials to investigate the effectiveness of the MSCE approach when compared to “traditional” teaching approaches, on Form 5 (13th grade) students’ learning of solubility and precipitation. A total of 195 science students and their teachers from four classes in four different high schools participated in the study. Two teachers taught solubility and precipitation topic with micro-scale practical activities to an experimental group (N=88) and the other two teachers taught the same content topic using regular teaching approaches to a control group (N=107). The research design made use of triangulation procedures, involving student achievement test, observation of the use of MSCE approach in context by teachers and students, interviews and questionnaires. The results of the study indicate that the overall teachers’ and students’ reactions to the MSCE approach were vastly positive.Teachers reported that their participation in the MSCE study had been a professionally developing experience. They had become aware of the opportunities of using a new approach to conduct practical work with minimum resources to support student learning. Similary, the findings indicate that most students’ were excited with the micro-scale experiments experience and they it easy, more interactive and enjoyable, allowing them to carry out experiments for themselves, collaborate with peers, and communicate with their teachers freely. Besides the affective outcomes, students exposed to this approach appeared to develop better scientific reasoning skills by engaging in small group discussions and reflections during micro-scale hands-on/minds-on practical activities. This paper concludes that the MSCE approach developed in this study with exemplary lesson materials, containing adequate procedural specifications, are feasible for use in A-level chemistry classes and are effective in providing positive learning experiences for students.

Journal

  • 鳴門教育大学国際教育協力研究

    鳴門教育大学国際教育協力研究 3 63-79, 2008-03-26

    International Cooperation Center for the Teacher Education and Training, Naruto University of Education

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