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Students’ Perceptions of the Pedagogical Content Knowledge of Chemistry Teachers on the Concept of Hybridization
Huaru Alhassan Marifa,
Moses Abdullai Abukari,
Jonathan Ayelsoma Samari,
Philip Dorsah,
Fatao Abudu
Issue:
Volume 11, Issue 2, April 2023
Pages:
61-76
Received:
23 January 2023
Accepted:
16 February 2023
Published:
9 March 2023
Abstract: Students’ perceptions of their teachers have been reported in literature to influence their interest, attitudes and motivation to learn and also influence their understanding of concepts in a subject. To improve the understanding of concepts in topics taught in our schools, there is the need for students to have a positive perception of their teachers and their pedagogical content knowledge, PCK. Thus, the study investigated Senior High School students’ perception of their chemistry teachers’ pedagogical content knowledge in hybridization. A mixed method was adopted using the sequential exploratory mixed approach design. Purposive sampling was used to sample six (6) Senior High Schools for the study. Simple random sampling was used to sample hundred and twenty (120) students to respond to students’ questionnaire for the study, out of which convenient sampling was also used to select 24 students for the interview. A self-constructed questionnaire and a semi-structured interview were the main data collection instruments. The data was analyzed by employing descriptive statistics and content analysis. The findings revealed that, the overall mean of student’s perception of their teachers’ PCK in teaching concepts of hybridization was negative (M = 2.702, SD = 0.898). The results also reveal that, the students’ perception on assessment methods (M=3.01, SD = 0.816) was rated above the criterion mean of 3.0, implying the PCK of the teacher was positive. However, the student’s perception on teacher illustrations and demonstrations (M=2.70, SD = 0.947)), teaching methodology (M=2.91, SD =0.906), teaching and learning materials (M = 2.62, SD = 0.910) and students learning interest (M=2.27, SD =0.912) were negative below the criterion mean of 3.0. Because of this, teachers should use student-centered methodologies, teaching and learning materials, illustrations and demonstrations, and an understanding of their students while teaching abstract concepts like hybridization to ensure that their students learn in a meaningful way.
Abstract: Students’ perceptions of their teachers have been reported in literature to influence their interest, attitudes and motivation to learn and also influence their understanding of concepts in a subject. To improve the understanding of concepts in topics taught in our schools, there is the need for students to have a positive perception of their teach...
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Comparative Analysis of the Learning of Oral Anatomy and Physiology Under Different Teaching Approaches
Huiling Sun,
Minqi Li,
Wenqing Zhang
Issue:
Volume 11, Issue 2, April 2023
Pages:
77-82
Received:
17 February 2023
Accepted:
22 March 2023
Published:
28 March 2023
Abstract: The purpose of this study is to analyze and compare the influence of traditional lecture, MOOC online learning and flipped classroom on the learning of the course Oral Anatomy and Physiology. We compare and analyze the teaching on three cohorts of undergraduate dental students: students from Grade 2012 (n = 38, traditional lecture cohort), students from Grade 2014 (n = 64, MOOC online teaching cohort) and students from Grade 2018 (n = 60, flipped classroom cohort). We study the teaching by analyzing the scores of tooth identification, tooth waxing during the course, and the final exam after the course. We also administered a Student Satisfaction Questionnaire Survey to gather feedback on the MOOC online learning and flipped classroom approaches. Our results are as follows: (1) There were no statistically significant differences among the short-term assessments of the students (tooth identification, tooth waxing and the final exam) under the three different teaching approaches. (2) Flipped classroom promoted students’ autonomous learning ability and their ability to cooperate with others. Compared to traditional teaching, MOOC online learning was found to be more conducive to the mastery of hands-on skills and the cultivation of autonomous learning ability among students. Additionally, the flipped classroom approach, which blends MOOC online and classroom offline learning, helped to promote students’ autonomous learning ability and their ability to cooperate with others. It converted students’ learning behaviors and study habits from passive learning to active learning. The learning experiences of students transformed from a teacher-centered classroom and rote learning in the past, to peer-assisted learning and interactive learning at the present, facilitating the internalization of learner’s knowledge. Online learning could foster students’ sense of responsibility and autonomous learning ability, making it a valuable approach to promote.
Abstract: The purpose of this study is to analyze and compare the influence of traditional lecture, MOOC online learning and flipped classroom on the learning of the course Oral Anatomy and Physiology. We compare and analyze the teaching on three cohorts of undergraduate dental students: students from Grade 2012 (n = 38, traditional lecture cohort), students...
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Preliminary Discussion on the Teaching of Medical Majors and Non-medical Majors in Digital Vision
Xue-Jing Lin,
Qiu-Chi Ran,
Hong-Yuan Tian,
Qing Yuan,
Jie Zhou,
Ting-Huang Shi,
Zi-Lin Wang,
Junaid Javed,
Zhu-Ling Guo
Issue:
Volume 11, Issue 2, April 2023
Pages:
83-86
Received:
28 November 2022
Accepted:
12 December 2022
Published:
27 April 2023
Abstract: With the extensive application of modern information technology in the field of pedagogy, medical and other non-medical majors, through online teaching, combined with their professional characteristics, ameliorate traditional learning models, productively design online teaching models, and apply them in practice. Good results have been achieved. In the learning mode under the background of online education, online learning is a new learning method that is different from the traditional offline face-to-face learning. Online learning breaks through various limitations such as time, place and age, which to a large extent broadens the vision of learners, promotes the circulation of knowledge, and breaks through the barriers of theory and practice for students. At present, online education methods, such as MOOCs, SPOC, micro-course, online virtual training, and online case teaching have been gradually applied in medical and non-medical education, and have become one of the most important teaching methods. Online teaching can not only supplement teaching resources and content, increase students 'enthusiasm for vigorous learning, but also enhance communication between teachers and students and improve teachers' exclusive quality. This paper explores how to make finer use of the advantages of online teaching by exploring the online teaching of medical majors and other majors, and can guide the direction for further work.
Abstract: With the extensive application of modern information technology in the field of pedagogy, medical and other non-medical majors, through online teaching, combined with their professional characteristics, ameliorate traditional learning models, productively design online teaching models, and apply them in practice. Good results have been achieved. In...
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