Replication of Critical Analysis Pedagogy for Identifying and Overcoming Misconceptions in Upper Secondary School Chemical Thermodynamics

Authors

  • Shimeles Assefa Addis Ababa University, Ethiopia

Keywords:

Chemical Thermodynamics, Conceptual Change, Critical Analysis Pedagogy, History and Philosophy of Science, Misconceptions

Abstract

The study is repeated to see if results obtained from the previous research on the same group of students in the physics thermodynamics unit is upheld and the findings are somewhat generalizable in the context of the school where the study was conducted. History of science is used in the introduction of all lessons in order to motivate and inspire the students. Philosophy of science is integrated with critical analysis pedagogy by incorporating its elements such as: falsification, causality, relativism, and determinism. A quasi-experimental non-equivalent groups design was used. The experimental class was taught using the method of reasoned persuasive collaboration, which emphasizes the social nature of science learning, while the comparison group was taught using the traditional lecture-demonstration method. Practically, the lecture method with some demonstrations is still the dominant method in secondary schools of Ethiopia. The methods of data collection were: Documentary analysis, structured interviews, supervisor’s observation checklist, pre and post tests, pre and post perceptions of learning strategies and pre and post science motivation. Twelve lesson plans were prepared using critical analysis pedagogy for the intervention. Documentary analysis results have shown that in some pages of the unit, common, factual, and author borne misconceptions were discovered. The curriculum does not show any use of critical analysis pedagogies. Factual misconceptions such as lack of consistent use of symbols in the first law of thermodynamics and incorrect conceptions such as lack of clear definition of internal energy were prevalent. Significant gains (p<0.05) were found in tests, motivations, and learning strategies perceptions for the treatment group. Post hoc conceptual interviews on key chemical thermodynamics concepts were conducted with two equivalent students from each section. The results have shown that the treatment group students had a better conceptual understanding of chemical thermodynamics. The most misconceived parts of grade 12 chemical thermodynamics were applications of Hess’s law, changes in Gibbs free energy and entropy, and the first law of thermodynamics which critical-analysis pedagogy helped to overcome. The study suggests that Critical Analysis Pedagogies used in teaching science in our secondary schools.

Author Biography

Shimeles Assefa, Addis Ababa University, Ethiopia

Dr. Shimeles Assefa is an associate Professor of Science Education at the Department of Science and Mathematics Education, College of Education and Behavioral Studies, Addis Ababa University, Ethiopia. E-mail: shi.assefa@gmail.com

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Published

2021-02-04

How to Cite

Assefa, S. . (2021). Replication of Critical Analysis Pedagogy for Identifying and Overcoming Misconceptions in Upper Secondary School Chemical Thermodynamics. Staff and Educational Development International, 20(2), 109-134. Retrieved from http://journal.netsed.net/index.php/sedi/article/view/33