Pub Date : 2008-11-19DOI: 10.4314/AJESMS.V5I1.38616
J. Babalola, O. Oyelakin, K. Okonjo, K. Brown-Acquaye
Hemoglobin is a tetrameric protein which is able to dissociate into dimers. The dimers can in turn dissociate into tetramers. It has been found that dimers are more reactive than tetramers. The difference in the reactivity of these two species has been used to determine the tetramerdimer dissociation constant of various derivatives of rabbit hemoglobin. The constant has been found to be the same for all the derivatives of rabbit hemoglobin, implying that the ligand bound on the heme has no significant effect on the tetramer-dimer dissociation of rabbit hemoglobin. African Journal of Educational Studies in Mathematics and Sciences Vol. 5 2007: pp. 71-76
血红蛋白是一种四聚体蛋白，能够分解成二聚体。二聚体又能解离成四聚体。已经发现二聚体比四聚体更活泼。这两种反应性的差异被用来测定兔血红蛋白各种衍生物的四聚体解离常数。该常数在兔血红蛋白的所有衍生物中都是相同的，这意味着结合在血红素上的配体对兔血红蛋白的四聚体-二聚体解离没有显著影响。非洲数学与科学教育研究杂志Vol. 5 2007: pp. 71-76
{"title":"Determination of the Tetramer-Dimer Equilibrium Constant of Rabbit Hemoglobin","authors":"J. Babalola, O. Oyelakin, K. Okonjo, K. Brown-Acquaye","doi":"10.4314/AJESMS.V5I1.38616","DOIUrl":"https://doi.org/10.4314/AJESMS.V5I1.38616","url":null,"abstract":"Hemoglobin is a tetrameric protein which is able to dissociate into dimers. The dimers can in turn dissociate into tetramers. It has been found that dimers are more reactive than tetramers. The difference in the reactivity of these two species has been used to determine the tetramerdimer dissociation constant of various derivatives of rabbit hemoglobin. The constant has been found to be the same for all the derivatives of rabbit hemoglobin, implying that the ligand bound on the heme has no significant effect on the tetramer-dimer dissociation of rabbit hemoglobin. African Journal of Educational Studies in Mathematics and Sciences Vol. 5 2007: pp. 71-76","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2008-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129151792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2008-11-19DOI: 10.4314/AJESMS.V5I1.38610
S. Asare-Nkoom
The study investigated junior secondary school pupils' attitudes towards mathematics. In addition, it investigated gender differences in attitudes towards the subject. The purposive sampling method was used to select nine schools in the Cape Coast Municipality, involving 581 pupils. Questionnaires on attitudes towards mathematics were used to gather data. The data was analyzed using the computer. The analysis involved calculating means, and finding significant differences in means of specific respondents by the Kruskal-Wallis test. The results of these analyses showed that both boys and girls at the JSS level had positive attitudes towards mathematics in all eight attitude dimensions. Both sexes did not see mathematics as a male dominated domain, with girls seeing it less a male domain than boys. African Journal of Educational Studies in Mathematics and Sciences Vol. 5 2007: pp. 21-27
本研究调查初中生对数学的态度。此外，它还调查了对这一主题态度的性别差异。采用有目的抽样方法，在开普敦市选择了9所学校，涉及581名学生。对数学态度的问卷调查是用来收集数据的。这些数据是用计算机分析的。分析包括计算平均值，并通过Kruskal-Wallis检验发现特定受访者的平均值存在显著差异。分析结果表明，初中阶段的男生和女生在所有八个态度维度上都对数学持积极态度。男女双方都不认为数学是男性主导的领域，女孩比男孩更不认为数学是男性的领域。非洲数学和科学教育研究杂志Vol. 5 2007: pp. 21-27
{"title":"Sex-Differences in Attitudes towards Mathematics of Junior Secondary School Pupils in the Central Region of Ghana","authors":"S. Asare-Nkoom","doi":"10.4314/AJESMS.V5I1.38610","DOIUrl":"https://doi.org/10.4314/AJESMS.V5I1.38610","url":null,"abstract":"The study investigated junior secondary school pupils' attitudes towards mathematics. In addition, it investigated gender differences in attitudes towards the subject. The purposive sampling method was used to select nine schools in the Cape Coast\u0000Municipality, involving 581 pupils. Questionnaires on attitudes towards mathematics\u0000were used to gather data. The data was analyzed using the computer. The analysis\u0000involved calculating means, and finding significant differences in means of specific\u0000respondents by the Kruskal-Wallis test. The results of these analyses showed that both\u0000boys and girls at the JSS level had positive attitudes towards mathematics in all eight\u0000attitude dimensions. Both sexes did not see mathematics as a male dominated domain,\u0000with girls seeing it less a male domain than boys. African Journal of Educational Studies in Mathematics and Sciences Vol. 5 2007: pp. 21-27","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2008-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131229404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2008-11-19DOI: 10.4314/AJESMS.V3I1.38605
Ek Awanta
This article seeks to explore the relationship between the implementation of the Ghanaian basic school mathematics curriculum standards and the nature of the Basic Education Certificate Examination (BECE). It covered the period between 1992 and 1999. Data for this research were collected from past BECE examination papers. The past examination papers were used to find out whether the BECE examination papers in mathematics reflected the curriculum standards. The examination papers were also used to find out whether the introduction of the mathematics curriculum standards has modified the BECE examination papers in any way. The result from the research seems to suggest that there is little evidence to prove that the BECE examination papers reflect the curriculum standards. There has not been any attempt to make any generalised claims from these finding in view of the limited period (1992-1999) this research focused on. African Journal of Educational Studies in Mathematics and Sciences Vol. 3 2005: pp. 73-81
本文旨在探讨加纳基础学校数学课程标准的实施与基础教育证书考试(BECE)的性质之间的关系。它涵盖了1992年至1999年期间。本研究的数据收集自过去的BECE考试试卷。通过以往的考卷来了解BECE数学考卷是否反映了课程标准。这些试卷也被用来发现数学课程标准的引入是否以任何方式修改了BECE的试卷。这项研究的结果似乎表明，几乎没有证据证明bece考试的试卷反映了课程标准。鉴于本研究关注的有限时期(1992-1999)，没有人试图从这些发现中得出任何普遍的结论。非洲数学与科学教育研究杂志Vol. 3 2005: pp. 73-81
{"title":"Examining the Link between BECE Papers and Mathematics Curriculum Standards in Ghana","authors":"Ek Awanta","doi":"10.4314/AJESMS.V3I1.38605","DOIUrl":"https://doi.org/10.4314/AJESMS.V3I1.38605","url":null,"abstract":"This article seeks to explore the relationship between the implementation of the\u0000Ghanaian basic school mathematics curriculum standards and the nature of the Basic\u0000Education Certificate Examination (BECE). It covered the period between 1992 and\u00001999. Data for this research were collected from past BECE examination papers.\u0000The past examination papers were used to find out whether the BECE examination\u0000papers in mathematics reflected the curriculum standards. The examination papers\u0000were also used to find out whether the introduction of the mathematics curriculum\u0000standards has modified the BECE examination papers in any way. The result from\u0000the research seems to suggest that there is little evidence to prove that the BECE\u0000examination papers reflect the curriculum standards. There has not been any attempt\u0000to make any generalised claims from these finding in view of the limited period\u0000(1992-1999) this research focused on. African Journal of Educational Studies in Mathematics and Sciences Vol. 3 2005: pp. 73-81","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2008-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131267260","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2008-11-19DOI: 10.4314/AJESMS.V5I1.38609
To Adeyemi
This article examined teachers' teaching experience and students' learning outcomes in the secondary schools in Ondo State Nigeria. As a correlational survey, the study population comprised all the 257 secondary schools that presented students for the year 2003 senior secondary certificate (SSC) examinations in the State. Out of the population, a sample of 180 schools was drawn through the process of stratified random sampling technique. An inventory and a semi-structured interview schedule were the instruments used to collect information for the study. The data collected were analysed using the chi square test, correlation analysis and t-test. The semi-structured interview was conducted with selected principals and education officers. Their responses were analysed through content analysis. The findings revealed that teachers' teaching experience was significant with student' learning outcomes as measured by their performance in the SSC examinations. Schools having more teachers with five years and above teaching experience achieved better results than schools having more teachers with less than five years teaching experience. Considering the findings, it was recommended that government should encourage experienced teachers to stay on the job through the provision of incentives such as better promotional prospects, better welfare package and better conditions of service. African Journal of Educational Studies in Mathematics and Sciences Vol. 5 2007: pp. 9-19
本文考察了尼日利亚翁多州中学教师的教学经验和学生的学习成果。作为一项相关调查，研究对象包括该州为2003年高中证书考试提供学生的全部257所中学。通过分层随机抽样的方法，从人口中抽取180所学校作为样本。一份清单和半结构化的访谈时间表是用来收集研究信息的工具。收集的资料采用卡方检验、相关分析和t检验进行分析。这次半结构化访谈是与部分校长和教育人员进行的。通过内容分析对他们的反应进行分析。研究结果显示，教师的教学经验对学生的学习成果有显著的影响，可以通过学生在ssc考试中的表现来衡量。拥有五年及以上教学经验的教师较多的学校比拥有少于五年教学经验的教师较多的学校取得了更好的结果。考虑到调查结果，建议政府通过提供更好的晋升前景、更好的福利待遇和更好的服务条件等激励措施，鼓励有经验的教师留任。非洲数学与科学教育研究杂志Vol. 5 2007: pp. 9-19
{"title":"Influence of Teachers' Teaching Experience on Students' Learning Outcomes in Secondary Schools in Ondo State, Nigeria","authors":"To Adeyemi","doi":"10.4314/AJESMS.V5I1.38609","DOIUrl":"https://doi.org/10.4314/AJESMS.V5I1.38609","url":null,"abstract":"This article examined teachers' teaching experience and students' learning outcomes in the secondary schools in Ondo State Nigeria. As a correlational survey, the study population comprised all the 257 secondary schools that presented students for the year 2003 senior secondary certificate (SSC) examinations in the State. Out of the population, a sample of 180 schools was drawn through the process of stratified random sampling technique. An inventory and a semi-structured interview schedule were the instruments used to collect information for the study. The data collected were analysed using the chi square test, correlation analysis and t-test. The semi-structured interview was conducted with selected principals and education officers. Their responses were analysed through content analysis. The findings revealed that teachers' teaching experience was significant with student' learning outcomes as measured by their performance in the SSC\u0000examinations. Schools having more teachers with five years and above teaching\u0000experience achieved better results than schools having more teachers with less than five\u0000years teaching experience. Considering the findings, it was recommended that government\u0000should encourage experienced teachers to stay on the job through the provision of incentives such as better promotional prospects, better welfare package and better conditions of service. African Journal of Educational Studies in Mathematics and Sciences Vol. 5 2007: pp. 9-19","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2008-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124653954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2008-11-19DOI: 10.4314/AJESMS.V5I1.38611
I. Osinuga, O. Bamigbola
This paper investigates an unconstrained form of classical Weber problem. The main idea is to reformulate Weber problem as an unconstrained minimum norm problem. A result based on the representation of the objective function as a Lipschitzian function, which is necessarily a convex function, is proposed. The existence of global solution to such problem is proven using coercivity assumptions. African Journal of Educational Studies in Mathematics and Sciences Vol. 5 2007: pp. 29-34
本文研究了经典韦伯问题的一种无约束形式。其主要思想是将韦伯问题重新表述为无约束最小范数问题。将目标函数表示为Lipschitzian函数，得到了一个必然是凸函数的结果。利用矫顽力假设证明了该问题整体解的存在性。非洲数学与科学教育研究杂志Vol. 5 2007: pp. 29-34
{"title":"On the Minimum Norm Solution to Weber Problem","authors":"I. Osinuga, O. Bamigbola","doi":"10.4314/AJESMS.V5I1.38611","DOIUrl":"https://doi.org/10.4314/AJESMS.V5I1.38611","url":null,"abstract":"This paper investigates an unconstrained form of classical Weber problem. The main idea is to reformulate Weber problem as an unconstrained minimum norm problem. A result based on the representation of the objective function as a Lipschitzian function, which is necessarily a convex function, is proposed. The existence of global solution to such\u0000problem is proven using coercivity assumptions. African Journal of Educational Studies in Mathematics and Sciences Vol. 5 2007: pp. 29-34","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2008-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121032389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2008-11-19DOI: 10.4314/AJESMS.V3I1.38600
J. Eshun-Famiyeh
In Ghana, like many other countries, mathematics is compulsory throughout the preuniversity period of education. However, a good proportion of pupils and students at basic secondary levels of education find the subject very difficult, while at the same time, those who profess not to be good in it take pleasure in doing so. The teaching and learning of mathematics have therefore been the concern of mathematics educators, teachers, parents and indeed all those who manage education. Addition and subtraction occupy a central position in the Primary Mathematics Curriculum in Ghana. The question then is: do pupils come to formal school without sufficient knowledge in counting and strategies for solving addition and subtraction problems? The focus of this study was to investigate pupils' counting strategies and how these influenced their procedures for solving addition and subtraction tasks at the start of formal school. A qualitative case study approach was adopted for the collection of data form BS1 pupils of two primary schools in Winneba. These pupils were just beginning their formal basic education in September. Findings from the two-site case study evidence were analysed for their significance. The results of the study suggest that pupils possess varied abilities and competencies in counting when they start formal school. The findings also revealed that pupils have and demonstrate a fair knowledge of addition and subtraction concepts. Another issue that came to light was the impact the socio-economic background of the home has on pupils' early number competence. Summary and conclusions of the study were based on the evidence of these findings. African Journal of Educational Studies in Mathematics and Sciences Vol. 3 2005: pp. 21-29
在加纳，像许多其他国家一样，数学是大学预科教育的必修课程。然而，相当一部分小学生和中等基础教育水平的学生发现这门学科很难，而与此同时，那些自称学得不好的人却乐在其中。因此，数学的教与学一直是数学教育者、教师、家长以及所有教育管理者所关注的问题。加减法在加纳小学数学课程中占据中心位置。那么问题来了:学生们是否在没有足够的计算知识和解决加减法问题的策略的情况下进入正规学校?本研究的重点是调查学生的计数策略，以及这些策略如何影响他们在正式学校开始时解决加减法任务的过程。采用定性案例研究方法收集温纳巴两所小学BS1学生的数据。这些学生在9月份刚刚开始接受正规的基础教育。对两地案例研究证据的发现进行了意义分析。研究结果表明，学生在开始正式上学时，在计算方面具有各种各样的能力和能力。调查结果还显示，学生们对加法和减法概念有一定的了解。另一个暴露出来的问题是家庭的社会经济背景对学生早期数字能力的影响。本研究的总结和结论是基于这些发现的证据。非洲数学与科学教育研究杂志Vol. 3 2005: pp. 21-29
{"title":"Early Number Competencies of Children at the Start of Formal Education","authors":"J. Eshun-Famiyeh","doi":"10.4314/AJESMS.V3I1.38600","DOIUrl":"https://doi.org/10.4314/AJESMS.V3I1.38600","url":null,"abstract":"In Ghana, like many other countries, mathematics is compulsory throughout the preuniversity period of education. However, a good proportion of pupils and students at\u0000basic secondary levels of education find the subject very difficult, while at the same\u0000time, those who profess not to be good in it take pleasure in doing so. The teaching and\u0000learning of mathematics have therefore been the concern of mathematics educators,\u0000teachers, parents and indeed all those who manage education. Addition and subtraction\u0000occupy a central position in the Primary Mathematics Curriculum in Ghana. The\u0000question then is: do pupils come to formal school without sufficient knowledge in\u0000counting and strategies for solving addition and subtraction problems? The focus of this\u0000study was to investigate pupils' counting strategies and how these influenced their\u0000procedures for solving addition and subtraction tasks at the start of formal school. A\u0000qualitative case study approach was adopted for the collection of data form BS1 pupils of\u0000two primary schools in Winneba. These pupils were just beginning their formal basic\u0000education in September. Findings from the two-site case study evidence were analysed\u0000for their significance. The results of the study suggest that pupils possess varied abilities\u0000and competencies in counting when they start formal school. The findings also revealed\u0000that pupils have and demonstrate a fair knowledge of addition and subtraction concepts.\u0000Another issue that came to light was the impact the socio-economic background of the\u0000home has on pupils' early number competence. Summary and conclusions of the study\u0000were based on the evidence of these findings. African Journal of Educational Studies in Mathematics and Sciences Vol. 3 2005: pp. 21-29","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2008-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131172503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2008-11-19DOI: 10.4314/AJESMS.V3I1.38606
E. Kwame-Asante
In recent years, school-based mentoring for student teaching interns through School-University partnerships has become an increasingly important aspect of the process by which teacher trainees learn how to teach. However, sustainable partnerships require careful consideration and thoughtful research if they are to be effective and efficient in the long-term. This paper reports on the evaluation of the University of Education, Winneba, (UEW) Student Internship Programme (SIP) based on a ‘school-university partnership' approach. The data were collected through questionnaires completed by 226 mentors and 443 mentees (i.e. student teaching interns) throughout the ten regions of Ghana; and also through semi-structured interviews in a sample of 24 schools in the Ashanti, Greater Accra and Central regions involving 120 mentors, 250 mentees, 24 Heads of schools and 40 UEW lecturers. The evaluation revealed that: (1) all stakeholders believe that the internship programme is a more effective method of preparing teachers than the traditional teaching practice; (2) the internship is contributing towards a change in the culture of schools and in the role perception and professionalism of teachers; (3) the programme is impacting positively on the professional development of practising teachers in the partnership schools. Suggestions for future modifications to the programme are also offered. African Journal of Educational Studies in Mathematics and Sciences Vol. 3 2005: pp. 83-87
近年来，通过校际合作对实习教师进行校本辅导已成为实习教师学习教学的一个日益重要的方面。然而，可持续的伙伴关系如果要长期有效，就需要仔细考虑和深思熟虑的研究。本文报告了基于“学校-大学伙伴关系”方法的温尼巴教育大学(UEW)学生实习计划(SIP)的评估。数据是通过加纳十个地区226名导师和443名学员(即学生教学实习生)完成的问卷收集的;并对阿散蒂、大阿克拉和中部地区的24所学校进行了半结构化访谈，涉及120名导师、250名学员、24名校长和40名西大讲师。评估结果显示:(1)所有利益相关者都认为实习计划是一种比传统教学实践更有效的培养教师的方法;(2)实习有助于改变学校文化以及教师的角色认知和专业精神;(三)计划对合作学校执业教师的专业发展有正面影响。对今后修改方案也提出了建议。非洲数学与科学教育研究杂志Vol. 3 2005: pp. 83-87
{"title":"An Evaluation of the University of Education, Winneba Student Internship Programme","authors":"E. Kwame-Asante","doi":"10.4314/AJESMS.V3I1.38606","DOIUrl":"https://doi.org/10.4314/AJESMS.V3I1.38606","url":null,"abstract":"In recent years, school-based mentoring for student teaching interns through School-University partnerships has become an increasingly important aspect of the process by which teacher trainees learn how to teach. However, sustainable partnerships require careful consideration and thoughtful research if they are to be effective and efficient in the long-term. This paper reports on the evaluation of the University of Education, Winneba, (UEW) Student Internship Programme (SIP) based on a ‘school-university partnership' approach. The data were collected through questionnaires completed by 226 mentors and 443 mentees (i.e. student teaching interns) throughout the ten regions of Ghana; and also through semi-structured interviews in a sample of 24 schools in the Ashanti, Greater Accra and Central regions involving 120 mentors, 250 mentees, 24 Heads of schools and 40 UEW lecturers. The evaluation revealed that: (1) all stakeholders believe that the internship programme is a more effective method of preparing teachers than the traditional teaching practice; (2) the internship is contributing towards a change in the culture of schools and in the role perception and professionalism of teachers; (3) the programme is impacting\u0000positively on the professional development of practising teachers in the partnership schools.\u0000Suggestions for future modifications to the programme are also offered. African Journal of Educational Studies in Mathematics and Sciences Vol. 3 2005: pp. 83-87","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2008-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121176792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2008-11-19DOI: 10.4314/AJESMS.V3I1.38599
Mk Amedeker, L. Abdul-Rahman
Many Psychologists have considered early formal thinking among adolescents as signs of normal development. As it is not known for certain at what age Ghanaian Junior Secondary School (JSS) pupils achieve formal operational capabilities, the study seeks to find out the relationship between Piagetian theory of development and the extent of formal thinking among adolescent pupils, especially in General Science Logic tasks. This study thus used two sets of questionnaire involving “General Knowledge Logic Tasks” and “General Science Logic Tasks” based on topics chosen from the JSS science syllabus to test the logical reasoning of pupils between ages of 13 and 15 years. A total of 60 pupils were selected randomly from four junior secondary schools and tested on the questionnaire. The sample was made up of 15 pupils (with 5 from each of JSS 1 to JSS 3) from each school. They were then served with the same items. The marks they obtained on the two examinations were used to determine the extent of their formal reasoning as well as their maturity. It was found, rather surprisingly, that the older pupils did less formal reasoning than the younger ones. That is, the younger pupils in JSS 1 (age 13-14 years) performed better on the tests than those in JSS 2 (ages 14-15 years) and JSS 3 (ages 15 –16 years). It was also found that on the average all pupils performed better on the General Knowledge tasks than on the General Science tasks, implying that pupils' formal reasoning was not subject oriented. This anomaly may be attributed to the fact that many pupils resort to rote learning and as a result forget soon afterward what they had learned while their knowledge of happenings around them lasted longer. African Journal of Educational Studies in Mathematics and Sciences Vol. 3 2005: pp. 9-19
许多心理学家认为青少年早期的形式思维是正常发展的标志。由于尚不清楚加纳初中(JSS)学生在什么年龄达到形式运算能力，本研究旨在找出皮亚杰发展理论与青少年学生形式思维程度之间的关系，特别是在一般科学逻辑任务中。因此，本研究根据JSS科学教学大纲的选题，采用“常识逻辑任务”和“科学逻辑任务”两套问卷对13 - 15岁小学生的逻辑推理能力进行测试。从四所初中随机抽取60名学生进行问卷调查。样本由每所学校的15名学生组成(其中5名来自jss1至jss3)。然后给他们提供同样的食物。他们在两次考试中获得的分数被用来确定他们的形式推理程度和成熟度。令人惊讶的是，年龄较大的学生比年龄较小的学生更不擅长形式推理。也就是说，1年级(13-14岁)的低年级学生比2年级(14-15岁)和3年级(15 -16岁)的学生在测试中表现得更好。研究还发现，平均而言，所有学生在普通知识任务中的表现都比在普通科学任务中的表现要好，这意味着学生的形式推理不是以学科为导向的。这种反常现象可能是由于许多学生采用死记硬背的学习方式，结果很快就忘记了他们所学的知识，而他们对周围发生的事情的了解却持续得更久。非洲数学与科学教育研究杂志Vol. 3 2005: pp. 9-19
{"title":"The nature of Formal Reasoning among Ghanaian Basic School pupils in General Science Logic Tasks","authors":"Mk Amedeker, L. Abdul-Rahman","doi":"10.4314/AJESMS.V3I1.38599","DOIUrl":"https://doi.org/10.4314/AJESMS.V3I1.38599","url":null,"abstract":"Many Psychologists have considered early formal thinking among adolescents as signs of normal development. As it is not known for certain at what age Ghanaian Junior\u0000Secondary School (JSS) pupils achieve formal operational capabilities, the study seeks to\u0000find out the relationship between Piagetian theory of development and the extent of\u0000formal thinking among adolescent pupils, especially in General Science Logic tasks. This study thus used two sets of questionnaire involving “General Knowledge Logic Tasks” and “General Science Logic Tasks” based on topics chosen from the JSS science syllabus to test the logical reasoning of pupils between ages of 13 and 15 years. A total of 60 pupils were selected randomly from four junior secondary schools and tested on the questionnaire. The sample was made up of 15 pupils (with 5 from each of JSS 1 to\u0000JSS 3) from each school. They were then served with the same items. The marks they\u0000obtained on the two examinations were used to determine the extent of their formal\u0000reasoning as well as their maturity. It was found, rather surprisingly, that the older\u0000pupils did less formal reasoning than the younger ones. That is, the younger pupils in\u0000JSS 1 (age 13-14 years) performed better on the tests than those in JSS 2 (ages 14-15\u0000years) and JSS 3 (ages 15 –16 years). It was also found that on the average all pupils\u0000performed better on the General Knowledge tasks than on the General Science tasks,\u0000implying that pupils' formal reasoning was not subject oriented. This anomaly may be\u0000attributed to the fact that many pupils resort to rote learning and as a result forget soon\u0000afterward what they had learned while their knowledge of happenings around them\u0000lasted longer. African Journal of Educational Studies in Mathematics and Sciences Vol. 3 2005: pp. 9-19","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2008-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126557381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2008-11-19DOI: 10.4314/AJESMS.V3I1.38602
E. Ngman-Wara
The purpose of the study was to investigate the effect of the native language of Junior Secondary School (JSS) students on the meanings they give to science words when used in and out of science context. Two multiple choice tests involving twenty-five common words in science were administered to 1028 students (573 males and 455 females) from twelve Junior Secondary Schools (6 urban and 6 rural) in Northern Ghana. The tests first sought to find out the extent to which the students' understand the science concepts and secondly to find out how their native language influenced this understanding. The general performance of the students was very low. They performed better on ‘science concepts with native language equivalent words' than those without ‘native language equivalent words' with percentage mean scores of 32.2% and 29.1% respectively. In this light, the paper argues that the native language of the learner has an influence on the students' understanding of science concepts and that the native language of the student can not be ignored during science instruction. There is therefore the need to develop language register for science instruction. African Journal of Educational Studies in Mathematics and Sciences Vol. 3 2005: pp. 43-52
本研究的目的是探讨初中生的母语对他们在科学语境中和在科学语境外使用科学词汇的意义的影响。对来自加纳北部12所初中(6所城市和6所农村)的1028名学生(573名男性和455名女性)进行了涉及25个科学常用词的两项选择题测试。这些测试首先是为了找出学生对科学概念的理解程度，其次是为了找出他们的母语如何影响这种理解。学生们的总体表现很差。他们在“有母语对应词的科学概念”方面的表现比没有“有母语对应词”的学生好，平均得分分别为32.2%和29.1%。因此，本文认为学习者的母语会影响学生对科学概念的理解，在科学教学中，学生的母语是不可忽视的。因此，有必要为科学教学开发语言语域。非洲数学与科学教育研究杂志Vol. 3 2005: pp. 43-52
{"title":"The Influence of 8ative Language on Ghanaian Junior Secondary School Students' Understanding of some Science Concepts","authors":"E. Ngman-Wara","doi":"10.4314/AJESMS.V3I1.38602","DOIUrl":"https://doi.org/10.4314/AJESMS.V3I1.38602","url":null,"abstract":"The purpose of the study was to investigate the effect of the native language of Junior Secondary School (JSS) students on the meanings they give to science words when used in and out of science context. Two multiple choice tests involving twenty-five common\u0000words in science were administered to 1028 students (573 males and 455 females) from\u0000twelve Junior Secondary Schools (6 urban and 6 rural) in Northern Ghana. The tests first\u0000sought to find out the extent to which the students' understand the science concepts and\u0000secondly to find out how their native language influenced this understanding. The\u0000general performance of the students was very low. They performed better on ‘science\u0000concepts with native language equivalent words' than those without ‘native language\u0000equivalent words' with percentage mean scores of 32.2% and 29.1% respectively. In this\u0000light, the paper argues that the native language of the learner has an influence on the\u0000students' understanding of science concepts and that the native language of the student\u0000can not be ignored during science instruction. There is therefore the need to develop\u0000language register for science instruction. African Journal of Educational Studies in Mathematics and Sciences Vol. 3 2005: pp. 43-52","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2008-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134214557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2008-11-19DOI: 10.4314/AJESMS.V5I1.38617
J. Azure
The study examined Junior Secondary School students' ideas about chemical change. The study also focused on the identification of misconceptions that students might harbour on this concept. It also sought to examine the implications of such ideas for teaching and learning of science at the basic level. Students selected for the study were from well-established and poorly-established schools in the Awutu-Efutu-Senya District in the Central Region of Ghana. In all 464 students were randomly sampled for the study. Instruments used in the study consisted of a test and an interview schedule. The t-test statistic for independent sample was used to test the null hypothesis of the research question. The study found no significant differences between students from both well-endowed and poorly-endowed schools on the ideas they held about chemical change. Students from both well-established and poorly established schools showed common misconceptions about chemical change. Analysis of test and interview revealed the following misconceptions (i) that the burning of a candle is a physical change and (ii) the blackening of a glass rod is due to vapour from the flame. African Journal of Educational Studies in Mathematics and Sciences Vol. 5 2007: pp. 77-86
该研究调查了初中生对化学变化的看法。该研究还侧重于识别学生对这一概念可能怀有的误解。它还试图研究这些思想对基础科学教学的影响。参加这项研究的学生来自加纳中部地区Awutu-Efutu-Senya区的知名和不知名学校。总共有464名学生被随机抽取参加这项研究。研究中使用的工具包括测试和面试时间表。采用独立样本t检验统计量对研究问题的原假设进行检验。研究发现，财力雄厚的学校和财力雄厚的学校的学生对化学变化的看法没有显著差异。无论是建校良好的学校还是建校不佳的学校的学生，都对化学变化产生了普遍的误解。对测试和访谈的分析揭示了以下误解:(i)蜡烛的燃烧是一种物理变化，(ii)玻璃棒的变黑是由于火焰产生的蒸汽。非洲数学与科学教育研究杂志Vol. 5 2007: pp. 77-86
{"title":"Junior Secondary School Students' Ideas of Chemical Change","authors":"J. Azure","doi":"10.4314/AJESMS.V5I1.38617","DOIUrl":"https://doi.org/10.4314/AJESMS.V5I1.38617","url":null,"abstract":"The study examined Junior Secondary School students' ideas about chemical change. The study also focused on the identification of misconceptions that students might harbour on this concept. It also sought to examine the implications of such ideas for teaching and learning of science at the basic level. Students selected for the study were from well-established and poorly-established schools in the Awutu-Efutu-Senya District in the Central Region of Ghana. In all 464 students were randomly sampled for the study. Instruments used in the study consisted of a test and an interview schedule. The t-test statistic for independent sample was used to test the null hypothesis of the research question. The study found no significant differences between students from both well-endowed and poorly-endowed schools on the ideas they held about chemical change.\u0000Students from both well-established and poorly established schools showed common\u0000misconceptions about chemical change. Analysis of test and interview revealed the following\u0000misconceptions (i) that the burning of a candle is a physical change and (ii) the blackening of a glass rod is due to vapour from the flame. African Journal of Educational Studies in Mathematics and Sciences Vol. 5 2007: pp. 77-86","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2008-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130579062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：