Department of Chemistry

URI for this collectionhttps://rps.wku.edu.et/handle/987654321/2335

Department of Chemistry

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    DENTIFYING AND MINIMIZING STUDENTS’ MISCONCEPTIONS IN CHEMICAL BONDING: THE CASE OF GRADE 9 STUDENTS IN KUTERE SECONDARY SCHOOL, SILTE ZONE, CENTRAL ETHIOPIA, ETHIOPIATHE CASE OF GRADE 9 STUDENTS IN KUTERE SECONDARY SCHOOL
    (Wolkite University, 2024-09-01) HASSEN MAHMUD ALI
    Children do not come to school as a “tabula rasa, but rather with knowledge gained from different sources and through daily life. These different sources can help or hinder learning. This situation is said to be misconception. The main purpose of this study was to identify and minimize students’ misconceptions about chemical bonding. The study was carried out in Kutere Secondary School in Silte Zone, Central Ethiopia with special reference to grade 9 students’ focus. Descriptive survey, especially a case study was employed to address the problem. To conduct this study 72 students were selected through stratified sampling technique from the total population of 360 students. To achieve the objectives of the study employed data gathering tools were the conceptual understanding tests (pre-and post-test) in the chemical bonding topic. Each question in the conceptual understanding test was designed to previous students’ knowledge and understanding about chemical bonding. All data collected were analyzed quantitatively. The study described the causes for these misconceptions. These were students’ personal experience, inappropriate use of laboratory, misinformation, inattentiveness, selective attention, and unevaluated text books. Replacing those misconceptions with scientifically accepted conceptual views is necessary and efforts should be made to create awareness continuously for students, teachers, school principals and educational experts. Conducting training and different workshop with those concerned bodies is more advisable to increase the understanding and to avoid (minimize) misconceptions in chemical bonding. Thus, to improve the situation, it is recommended that every educator should be aware of students background, daily life experience, pre conceptions before providing lessons on chemistry teachers should spend more time to produce more conceptual talk about the topic to bring conceptual understanding, different instructional methods should be applied to support conceptual understanding of chemical bonding.