Learners‟ difficulties in learning and teaching electrolysis

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ORIENTATION

This study sought to explore the use of Computer-Based Simulations (CBS) as an instructional strategy in teaching electrolytic cells. The difficulties associated with the teaching and learning of science is an international problem and, as such, great efforts have been made internationally to address it (Hodkinson & Hodkinson, 2001). These efforts, among others, include the improvement of teaching strategies. CBS were used in this study because literature has shown that there some advantages in using CBS, which include that CBS have been found to enhance the teaching and learning process (Cox, Junkin, Christian, Belloni & Esquembre, 2010).

BACKGROUND

A CBS is a program that is run on a computer to explore the approximate behaviour of the real system (Krain & Shadle, 2006). Jaakkola and Nurmi (2008) suggest that computers can be used to enhance the teaching and learning process. For example, Easy Java has been found to enhance the teaching of physics (Cox et al., 2010). Studies have shown that computer simulations based on real-world examples can aid learners‟ understanding of abstract concepts in physics and chemistry (Cox et al., 2010). Therefore, CBS may enhance learners‟ understanding of certain abstract topics like electrolysis by enabling learners to visualise some of the abstract microscopic processes and concepts, which, in most cases, they fail to understand.

CONTEXT IN SWAZILAND

To familiarise the reader with the context of the study, a synopsis of the Swazi education system is first presented. School education in Swaziland is divided into three levels: primary education (seven years), lower secondary education (three years) and upper secondary education (two years).

PROBLEM STATEMENT

Swaziland, although considered a middle-income country, faces similar challenges as those faced by countries that are generally categorised as third-world countries. Some of the challenges, particularly in the education system, include a shortage of qualified science teachers; a shortage of resources such as teaching aids; insufficient teaching time for the subject; the large numbers of learners in the classrooms; a lack of teachers‟ experience in the teaching of science subjects (physics and chemistry).

DECLARATION
ACKNOWLEDGEMENTS
ABSTRACT
CHAPTER 1 INTRODUCTION
1.1 Orientation
1.2 Background
1.3 Context in Swaziland
1.4 Problem statement
1.5 Rationale
1.6 The purpose of the study and research questions Research questions
1.7 Significance of the study
1.7.1 Chemistry teachers
1.7.2 Learners
1.7.3 In-Service department
1.7.4 Pre-Service teacher training institution
1.7.5 Curriculum developers
1.8 Delimitations and limitations of the study
1.9 Organisation of the study
1.10 Definitions of the key terms/concepts
1.11 Chapter summary
CHAPTER 2 LITERATURE REVIEW
2.1 Introduction
2.2 Defining computer simulations
2.3 Conceptualisation of the topic
2.3.1 Teachers‟ skill in using computers
2.3.2 Teachers‟ use of CBS
2.3.3 Criteria used to evaluate CBS lessons
2.3.4 Teachers‟ selection of instructional strategies
2.3.5 The learner-centred approach
2.3.6 The nature of the topic of electrolysis
2.3.7 Learners‟ difficulties in learning and teaching electrolysis
2.3.8 Importance of electrolysis
2.3.9 Sub-topics to be covered prior to electrolysis and in electrolysis according to the SGCSE syllabus
2.4 Previous studies on teaching and learning electrolysis
2.4.1 Research on using simulations as a teaching strategy
2.4.2 Summary of the research conducted on the effectiveness of simulations in teaching chemistry
2.5 Reviewing some PCK models
2.5.1 Teachers‟ orientation towards the teaching of science
2.5.2 Teachers‟ knowledge of the science curriculum
2.5.3 Teachers‟ knowledge of learners‟ understanding of science
2.5.4 Teachers‟ knowledge of instructional methods
2.5.5 Teachers‟ knowledge of assessment in science
2.6 Later PCK models
2.7 the model of Rollick , Bennett, Rhemtula, Dharsey and Ndlovu
2.7.1 Domains of teacher knowledge
2.8 Mavhunga‟s PCK model
2.9 The Consensus Model of PCK
2.9.1 Teacher professional knowledge bases
2.9.2 Topic specific professional knowledge
2.9.3 Amplifiers and filters
2.9.4 Classroom practice
2.9.5 Amplifiers and filters: students‟ beliefs, prior knowledge and behaviours
2.10 Teachers‟ development of PCK
2.11 Studies on PCK in teaching chemistry
2.12 The research gap
2.13 Theoretical Framework
2.14 Chapter summary
CHAPTER 3 METHODOLOGY
3.1 Introduction
3.2 Paradigm
3.3 Research approach
3.4 Research design
3.4.1 Different types of case study designs
3.4.2 Multiple case studies
3.5 Sampling
3.6 Data collection strategies
3.6.1 Questionnaires
3.6.2 Interviews
3.6.3 Observation
3.6.4 Document analysis
3.7 Training
3.8 Data collection procedure
3.9 Computer simulations used in this study
3.9.1 The process of electrolysis
3.9.2 Electrolysis of water
3.9.3 Electrolysis of Brine
3.10 Methodological norms
3.10.1 Trustworthiness
3.10.2 Data triangulation
3.11 Data analysis
3.11.1 Qualitative data analysis
3.11.2 Content analysis
3.12 Ethical considerations
3.13 Chapter summary
CHAPTER 4 RESULTS
4.1 Introduction
4.2 Themes emerging from the data
4.3 Presentation of the findings
4.4 4.4 Findings from Teacher A
4.4.1 Profile
4.4.2 Interview before use of CBS as an instructional strategy
4.4.3 Questionnaires administered before using CBS
4.4.4 Lesson plans
4.4.5 Observations
4.4.6 Analysis of the interview after using CBS
4.4.7 Questionnaire after using CBS
4.4.8 Summary of the findings of Teacher A
4.5 The findings of Teacher B
4.5.1 Profile
4.5.2 Findings from interview before use of CBS as an instructional strategy
4.5.3 Questionnaire before using CBS
4.5.4 Lesson plan
4.5.5 Lesson observation
4.5.6 Interview after using CBS
4.5.7 Questionnaire after using CBS
4.5.8 Summary of the findings of Teacher B
4.6 Findings from Teacher C
4.6.1 Profile
4.6.2 Findings from the interview before the use of CBS as an instructional strategy
4.6.3 Questionnaire before using CBS
4.6.4 Lesson plan
4.6.5 Observation
4.6.6 Interview after using CBS
4.6.7 Questionnaire after using CBS
4.6.8 Summary of the findings of Teacher C
4.7 Chapter summary
CHAPTER 5 DISCUSSION OF FINDINGS, RECOMMENDATIONS AND CONCLUSIONS
5.1 Introduction
5.2 How the emerging themes relate to the theoretical framework
5.2.1 Advantages of CBS
5.2.2 Learners difficulties in electrolysis
5.2.3 Challenges in using CBS
5.2.4 Teaching strategies
5.2.5 Teachers‟ curricular knowledge
5.2.6 Teachers‟ attitude
5.3 Revisiting the research questions
5.3.1 Conclusions pertaining to the first sub-question
5.3.2 Conclusions pertaining to the second sub-question:
5.3.3 Conclusions pertaining to the main question
5.4 Teachers‟ PCK
5.5 Summary of the research process
5.6 Comparison of the findings with the existing literature
5.7 Limitations of the study
5.8 Recommendations for action
5.9 Recommendation for further study
5.10 Epilogue