Identification of Errors Committed by Chemistry Teachers in Using Technical Terms During Classroom Instruction
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- Recommended for : Student Researchers
- NGN 3000
Abstract
During chemistry instruction, some technical terms are required to communicate the content of the lesson. These terms are very important because students who cannot use them effectively are not considered competent during assessment. Unfortunately, very few studies have focused on errors which teachers commit while using such terms during the teaching and learning process, and the likely impact of such on students' learning. Therefore, this study adopted a qualitative approach to identify and analyse chemistry teachers’ errors in the use of some technical terms and how such practice is likely not to support students’ learning. Eighteen Chemistry teachers were selected from some secondary schools that were drawn from three randomly selected local governments in Ibadan metropolis using random and purposive sampling. The data sources for the study were teachers’ lesson notes and written notes/contents on the boards. The data were analysed through thematic analysis using chemistry language proficiency rubric for teachers (CLPRT). The wrong technical terms used found in the study were classified into the following themes: symbolic representation, scientific terms, diagrammatic representation and everyday words. Based on these findings, it was recommended that chemistry teachers should be sensitized on how errors in the use of chemistry technical terms could lead to students’ misconceptions.
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