CHAPTER TWO
2.0. Brief Definition of Chemistry
Chemistry is a scientific discipline that describes; from both an experimental and theoretical perspective, the properties and reactions of all elements and all their compounds. As such, it is of fundamental importance in the physical, biological and general sciences. A sound training in chemistry is essential for employment and advancement in scientific and allied careers in teaching, research, the professional, health and environmental regulations, commerce, and industry.
2.1. Method of Instruction
According to Awoniyi (1979), although the school curriculum of a nation is a joint effort by many people (school administrators, policy makers, parents, teachers and various organizations), the teacher is in a key position with regards to the realization of the objectives of the curriculum. In explaining the relationship of the curriculum processes therefore, Awoniyi (1979) opine that though the aims determine the content of learning, they (aims) can only be realized through using adequate methods whose usefulness has to be evaluated. Instructional method can be taken to be the styles, manners, or way in which a teacher presents information to students in order to achieve educational objectives (Igwebuike and Ekwejunor – Etchie, 1993).
Iteku, Iyama and Oku, 2007, opine that teaching methods refers to the various teaching ways used to achieve the goals and objectives of both product and process content of science. Some of the methods specified by the new science curriculum planners for use by science teachers include – inquiry, discovery, discussion, lecture, demonstration, questioning, field trip, excursion, activity (practicing by doing), assignment- methods, e.t.c.
2.1.1. Practical Work
This can also be referred to as activity method or laboratory method. It is a method of instruction whereby the teachers and students are involved in the teaching and learning process. It is an approach whereby experimentation and laboratory work are highly preached. It is a practical classroom work where the teacher sets experimental activities for students to carry out while he moves from table to table inspecting, guiding and correcting the students works as they carry out the activity.
This method has the advantage that science/ chemistry is seen as real or concrete rather than abstract as perceived by most students. Concepts learnt in the activity remains in the student's mind and could easily be recalled (Iteku et al, 2007).
2.1.2. Theoretical Work
For this project work, theoretical work is taken to be the same as lecture method. The lecture method has been described by staton as "the method by which facts and information are transferred from the teachers note to the student's notes without crossing the minds of either the teachers or the students". The lecturer or teacher talks and the learners merely listen. There is very little p rovision for interruptions. In lecture method, there is always a temptation for the lecturer to want to talk. This is tantamount to a teacher- centred class which will reduce students to mere listeners and note takers (Igwebuike and Ekwejunor-Etchie, 1993).
The lecture method is more appropriate for teaching subjects like religious knowledge, history, and economics and to some extent social studies and geography. The lecture method should rarely be used for teaching children, and subjects like the sciences (chemistry inclusive), music, crafts and some aspects of social studies.
This method is inappropriate for teaching most aspects of chemistry at all levels, because it does not give room for active learners participation and interaction in the teaching and learning process and chemistry is best understood by active involvement and by doing.
2.1.3. Comparison between Practical Work and Theoretical Work
The advantages of practical work (activity method) over theoretical work (lecture method) are;
1. The activity method gives room for student's active participation in learning as the activity that is carried out in the course of learning remains in the minds of learners and such could be recalled easily. Thus if a test or examination is given on such a concept or topic, the students performance will be high.
While lecture method does not give room for active students participation and interaction in teaching and learning process. This makes recall of information difficult thus if a test or examination is given on this topic the student are most likely to perform poorly compared to those taught using practical work (Igwebuike et al, 1993).
2. With practical work (activity method), science (chemistry) is seen as real and concrete rather than abstract as it is perceived by most chemistry students.
On the other hand, since in lecture method (theoretical work) real objects are not used in teaching, students become bored and uninterested in the topic, as chemistry is taught in an abstract way. This makes chemistry students perceive or see chemistry as abstract. This in turn leads to poor academic performance (Iteku et al, 2007).
3. By the use of practical work, it is easier to assess students understanding of a lesson because the students are encouraged to contribute, the individual difference in learning are thus catered for.
While in lecture/theoretical work, it is difficult to assess students understanding of a lesson and it does not carter for individual difference in learners. Slow learners are always at a disadvantage because they may not be able to cope with the speed at which the lesson is moving (Igwebuike and Ekwejunor-Etchie, 1993).
2.0. Brief Definition of Chemistry
Chemistry is a scientific discipline that describes; from both an experimental and theoretical perspective, the properties and reactions of all elements and all their compounds. As such, it is of fundamental importance in the physical, biological and general sciences. A sound training in chemistry is essential for employment and advancement in scientific and allied careers in teaching, research, the professional, health and environmental regulations, commerce, and industry.
2.1. Method of Instruction
According to Awoniyi (1979), although the school curriculum of a nation is a joint effort by many people (school administrators, policy makers, parents, teachers and various organizations), the teacher is in a key position with regards to the realization of the objectives of the curriculum. In explaining the relationship of the curriculum processes therefore, Awoniyi (1979) opine that though the aims determine the content of learning, they (aims) can only be realized through using adequate methods whose usefulness has to be evaluated. Instructional method can be taken to be the styles, manners, or way in which a teacher presents information to students in order to achieve educational objectives (Igwebuike and Ekwejunor – Etchie, 1993).
Iteku, Iyama and Oku, 2007, opine that teaching methods refers to the various teaching ways used to achieve the goals and objectives of both product and process content of science. Some of the methods specified by the new science curriculum planners for use by science teachers include – inquiry, discovery, discussion, lecture, demonstration, questioning, field trip, excursion, activity (practicing by doing), assignment- methods, e.t.c.
2.1.1. Practical Work
This can also be referred to as activity method or laboratory method. It is a method of instruction whereby the teachers and students are involved in the teaching and learning process. It is an approach whereby experimentation and laboratory work are highly preached. It is a practical classroom work where the teacher sets experimental activities for students to carry out while he moves from table to table inspecting, guiding and correcting the students works as they carry out the activity.
This method has the advantage that science/ chemistry is seen as real or concrete rather than abstract as perceived by most students. Concepts learnt in the activity remains in the student's mind and could easily be recalled (Iteku et al, 2007).
2.1.2. Theoretical Work
For this project work, theoretical work is taken to be the same as lecture method. The lecture method has been described by staton as "the method by which facts and information are transferred from the teachers note to the student's notes without crossing the minds of either the teachers or the students". The lecturer or teacher talks and the learners merely listen. There is very little p rovision for interruptions. In lecture method, there is always a temptation for the lecturer to want to talk. This is tantamount to a teacher- centred class which will reduce students to mere listeners and note takers (Igwebuike and Ekwejunor-Etchie, 1993).
The lecture method is more appropriate for teaching subjects like religious knowledge, history, and economics and to some extent social studies and geography. The lecture method should rarely be used for teaching children, and subjects like the sciences (chemistry inclusive), music, crafts and some aspects of social studies.
This method is inappropriate for teaching most aspects of chemistry at all levels, because it does not give room for active learners participation and interaction in the teaching and learning process and chemistry is best understood by active involvement and by doing.
2.1.3. Comparison between Practical Work and Theoretical Work
The advantages of practical work (activity method) over theoretical work (lecture method) are;
1. The activity method gives room for student's active participation in learning as the activity that is carried out in the course of learning remains in the minds of learners and such could be recalled easily. Thus if a test or examination is given on such a concept or topic, the students performance will be high.
While lecture method does not give room for active students participation and interaction in teaching and learning process. This makes recall of information difficult thus if a test or examination is given on this topic the student are most likely to perform poorly compared to those taught using practical work (Igwebuike et al, 1993).
2. With practical work (activity method), science (chemistry) is seen as real and concrete rather than abstract as it is perceived by most chemistry students.
On the other hand, since in lecture method (theoretical work) real objects are not used in teaching, students become bored and uninterested in the topic, as chemistry is taught in an abstract way. This makes chemistry students perceive or see chemistry as abstract. This in turn leads to poor academic performance (Iteku et al, 2007).
3. By the use of practical work, it is easier to assess students understanding of a lesson because the students are encouraged to contribute, the individual difference in learning are thus catered for.
While in lecture/theoretical work, it is difficult to assess students understanding of a lesson and it does not carter for individual difference in learners. Slow learners are always at a disadvantage because they may not be able to cope with the speed at which the lesson is moving (Igwebuike and Ekwejunor-Etchie, 1993).
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