Anthropomorphic Notion of Atoms, the Etiology of Pedagogical and Epistemological Learning Proactive Interference among Chemistry Learners: Implications

Ephias Gudyanga

doi:doi:10.11648/j.sjedu.20140202.15

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Anthropomorphic Notion of Atoms, the Etiology of Pedagogical and Epistemological Learning Proactive Interference among Chemistry Learners: Implications

Ephias Gudyanga

Published in Science Journal of Education (Volume 2, Issue 2)

Received: 14 April 2014 Accepted: 30 April 2014 Published: 10 May 2014

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Abstract

This study, based on qualitative design and informed by both the interpretive and participatory paradigms, sought to find out anthropomorphic notion of atoms, the etiology of pedagogical and epistemological learning proactive interference among Chemistry learners. The concept of octet rule has been found to cause proactive interference in the teaching and learning of bonding and chemical structures. A convenient sample of 8 Advanced Level Chemistry teachers, all B. Sc degree holders with a minimum teaching experience of 2 years were involved in focus group discussion together with the researcher trying to identify misconceptions caused by octet rule in Chemistry teaching and learning and the way forward in pedagogics of chemical bonding. Several concepts were highlighted as areas of concern where proactive interference do take place, among others ligand formation in transition metals, hybridization and covalent bonding. Teaching strategies were highlighted as one way to minimize misconception formation at Advanced Level Chemistry learning. Curriculum planners and textbook authors were to revisit their approaches in chemical bonding. The driving force of chemical bonding and chemical reactions must be known as the need for a decrease in free energy of the system or the increase in entropy of the universe. Teachers need to introduce a general notion of bonding based on electrical interactions. Several other teaching strategies were recommended.

Published in	Science Journal of Education (Volume 2, Issue 2)
DOI	10.11648/j.sjedu.20140202.15
Page(s)	65-70
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2014. Published by Science Publishing Group

Keywords

Misconceptions, Octet, Bonding, Structure, Entropy, Energy, Atom, Chemistry, Learner

References

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[13]	Connelly, F. M., & Clandinin, D. J. (2006). Narrative inquiry. In J. Green, G. Camilli & P.Elmore (Eds.), Handbook of complementary methods in education research (pp. 375-385.). Mahwah, NJ: Lawrence Erlbaum.
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APA Style

Ephias Gudyanga. (2014). Anthropomorphic Notion of Atoms, the Etiology of Pedagogical and Epistemological Learning Proactive Interference among Chemistry Learners: Implications. Science Journal of Education, 2(2), 65-70. https://doi.org/10.11648/j.sjedu.20140202.15

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Ephias Gudyanga. Anthropomorphic Notion of Atoms, the Etiology of Pedagogical and Epistemological Learning Proactive Interference among Chemistry Learners: Implications. Sci. J. Educ. 2014, 2(2), 65-70. doi: 10.11648/j.sjedu.20140202.15

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AMA Style

Ephias Gudyanga. Anthropomorphic Notion of Atoms, the Etiology of Pedagogical and Epistemological Learning Proactive Interference among Chemistry Learners: Implications. Sci J Educ. 2014;2(2):65-70. doi: 10.11648/j.sjedu.20140202.15

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@article{10.11648/j.sjedu.20140202.15,
  author = {Ephias Gudyanga},
  title = {Anthropomorphic Notion of Atoms, the Etiology of Pedagogical and Epistemological Learning Proactive Interference among Chemistry Learners: Implications},
  journal = {Science Journal of Education},
  volume = {2},
  number = {2},
  pages = {65-70},
  doi = {10.11648/j.sjedu.20140202.15},
  url = {https://doi.org/10.11648/j.sjedu.20140202.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20140202.15},
  abstract = {This study, based on qualitative design and informed by both the interpretive and participatory paradigms, sought to find out anthropomorphic notion of atoms, the etiology of pedagogical and epistemological learning proactive interference among Chemistry learners. The concept of octet rule has been found to cause proactive interference in the teaching and learning of bonding and chemical structures. A convenient sample of 8 Advanced Level Chemistry teachers, all B. Sc degree holders with a minimum teaching experience of 2 years were involved in focus group discussion together with the researcher trying to identify misconceptions caused by octet rule in Chemistry teaching and learning and the way forward in pedagogics of chemical bonding. Several concepts were highlighted as areas of concern where proactive interference do take place, among others ligand formation in transition metals, hybridization and covalent bonding. Teaching strategies were highlighted as one way to minimize misconception formation at Advanced Level Chemistry learning. Curriculum planners and textbook authors were to revisit their approaches in chemical bonding. The driving force of chemical bonding and chemical reactions must be known as the need for a decrease in free energy of the system or the increase in entropy of the universe. Teachers need to introduce a general notion of bonding based on electrical interactions. Several other teaching strategies were recommended.},
 year = {2014}
}

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TY  - JOUR
T1  - Anthropomorphic Notion of Atoms, the Etiology of Pedagogical and Epistemological Learning Proactive Interference among Chemistry Learners: Implications
AU  - Ephias Gudyanga
Y1  - 2014/05/10
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VL  - 2
IS  - 2
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Author Information

Ephias Gudyanga

Midlands State University, Faculty of Education, Gweru, Zimbabwe

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APA Style

Ephias Gudyanga. (2014). Anthropomorphic Notion of Atoms, the Etiology of Pedagogical and Epistemological Learning Proactive Interference among Chemistry Learners: Implications. Science Journal of Education, 2(2), 65-70. https://doi.org/10.11648/j.sjedu.20140202.15

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ACS Style

Ephias Gudyanga. Anthropomorphic Notion of Atoms, the Etiology of Pedagogical and Epistemological Learning Proactive Interference among Chemistry Learners: Implications. Sci. J. Educ. 2014, 2(2), 65-70. doi: 10.11648/j.sjedu.20140202.15

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AMA Style

Ephias Gudyanga. Anthropomorphic Notion of Atoms, the Etiology of Pedagogical and Epistemological Learning Proactive Interference among Chemistry Learners: Implications. Sci J Educ. 2014;2(2):65-70. doi: 10.11648/j.sjedu.20140202.15

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@article{10.11648/j.sjedu.20140202.15,
  author = {Ephias Gudyanga},
  title = {Anthropomorphic Notion of Atoms, the Etiology of Pedagogical and Epistemological Learning Proactive Interference among Chemistry Learners: Implications},
  journal = {Science Journal of Education},
  volume = {2},
  number = {2},
  pages = {65-70},
  doi = {10.11648/j.sjedu.20140202.15},
  url = {https://doi.org/10.11648/j.sjedu.20140202.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20140202.15},
  abstract = {This study, based on qualitative design and informed by both the interpretive and participatory paradigms, sought to find out anthropomorphic notion of atoms, the etiology of pedagogical and epistemological learning proactive interference among Chemistry learners. The concept of octet rule has been found to cause proactive interference in the teaching and learning of bonding and chemical structures. A convenient sample of 8 Advanced Level Chemistry teachers, all B. Sc degree holders with a minimum teaching experience of 2 years were involved in focus group discussion together with the researcher trying to identify misconceptions caused by octet rule in Chemistry teaching and learning and the way forward in pedagogics of chemical bonding. Several concepts were highlighted as areas of concern where proactive interference do take place, among others ligand formation in transition metals, hybridization and covalent bonding. Teaching strategies were highlighted as one way to minimize misconception formation at Advanced Level Chemistry learning. Curriculum planners and textbook authors were to revisit their approaches in chemical bonding. The driving force of chemical bonding and chemical reactions must be known as the need for a decrease in free energy of the system or the increase in entropy of the universe. Teachers need to introduce a general notion of bonding based on electrical interactions. Several other teaching strategies were recommended.},
 year = {2014}
}

Copy | Download

TY  - JOUR
T1  - Anthropomorphic Notion of Atoms, the Etiology of Pedagogical and Epistemological Learning Proactive Interference among Chemistry Learners: Implications
AU  - Ephias Gudyanga
Y1  - 2014/05/10
PY  - 2014
N1  - https://doi.org/10.11648/j.sjedu.20140202.15
DO  - 10.11648/j.sjedu.20140202.15
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 65
EP  - 70
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20140202.15
AB  - This study, based on qualitative design and informed by both the interpretive and participatory paradigms, sought to find out anthropomorphic notion of atoms, the etiology of pedagogical and epistemological learning proactive interference among Chemistry learners. The concept of octet rule has been found to cause proactive interference in the teaching and learning of bonding and chemical structures. A convenient sample of 8 Advanced Level Chemistry teachers, all B. Sc degree holders with a minimum teaching experience of 2 years were involved in focus group discussion together with the researcher trying to identify misconceptions caused by octet rule in Chemistry teaching and learning and the way forward in pedagogics of chemical bonding. Several concepts were highlighted as areas of concern where proactive interference do take place, among others ligand formation in transition metals, hybridization and covalent bonding. Teaching strategies were highlighted as one way to minimize misconception formation at Advanced Level Chemistry learning. Curriculum planners and textbook authors were to revisit their approaches in chemical bonding. The driving force of chemical bonding and chemical reactions must be known as the need for a decrease in free energy of the system or the increase in entropy of the universe. Teachers need to introduce a general notion of bonding based on electrical interactions. Several other teaching strategies were recommended.
VL  - 2
IS  - 2
ER  -

Copy | Download