Computer simulations and animations in the teaching and learning of chemical kinetics, equilibrium, and energetics: assessing teachers’ pedagogical skills in Tanzania secondary schools
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Date
2022
Journal Title
Journal ISSN
Volume Title
Publisher
Modestum
Abstract
This paper presents changes on teachers’ pedagogical skills in using computer simulations and animations to support the teaching and learning of chemistry concepts. It draws on the data that were collected using a mixed-method research approach coupled with pre- and post-assessment of 20 level three chemistry teachers. The data from classroom observation were quantitatively analyzed using means, standard deviations, and a sample paired t-test. Thematic analysis was used for the qualitative data. The results showed that teachers’ pedagogical skills in using computer simulations and animations in teaching and learning chemical kinetics, equilibrium, and energetics were low in pre-instruction, with an overall mean of 1.3±0.1. In post-instruction, the
findings indicate that teachers have improved pedagogical skills, with an overall mean of 3.9±0.06 and p-value of 0.000. Therefore, teachers need improved pedagogical strategies to use computer simulations and animations as viable instructional resources for teaching and learning of chemistry concepts.
Description
Full text article. Also available at https://doi.org/10.29333/ejmste/12498
Keywords
Computer simulations, Pedagogical skills, Animations, Science process skills, Computer animations, Chemical kinetics, Tanzania secondary schools, Pedagogical strategies
Citation
Beichumila, F., Bahati, B., & Kafanabo, E. (2022). Computer simulations and animations in the teaching and learning of chemical kinetics, equilibrium, and energetics: Assessing teachers’ pedagogical skills in Tanzania secondary schools. Eurasia Journal of Mathematics, Science and Technology Education, 18(11)