Panwilai Chomchid,
Norman Thomson,
Abstract
Our research study provides a glimpse into difficulties
high school chemistry teachers in
Purpose of the Study
In
Thailand, the study sought to determine teachers’ perspectives on (a) the
relative hardness for teaching topics included in atomic structure and periodic
table, (b) what problems teachers encounter in teaching these topics, (c) to
rank order the frequencies of current formats the teachers currently use in
teaching atomic structure and the periodic table, and (d) given a choice, to
choose teaching formats the teachers would most like to use in teaching atomic
structure and the periodic table. In
Introduction
Understanding
atomic structure and the periodic table are critical for learners since these
topics serve as the foundation for understanding chemistry. The topics occur
early in syllabi internationally including
Research Design
Our study
is a synthesis of two independently developed research designs, a survey
conducted in
Findings from
Chemistry Curriculum in
The chemistry
concepts that the researchers asked in the questionnaire are based on the
concepts in IPST science curriculum. The Institute for the Promotion of
Teaching Science and Technology (IPST) is the organization responsible for
developing the science and mathematics curriculum in
Participants' Backgrounds
The
research survey involved 26 chemistry teachers from 26 high schools in
Figure
1. Number of Participant Teachers
The 24 participant teachers were comprised of 16 females and 8 males.
Figure 2. Teaching Level of
Participant Teachers
More than one half (14/24=58 %) of the teachers teach chemistry at all grade levels.
Figure 3. Teaching Experience of Participant Teachers
One half (12/24=50%) of the teachers have experience in teaching in the 5-10 year period range.
Figure 4. Chemistry Teaching Experience of
Participant Teachers
Nearly one half (10/24=42%) of the teachers have experience in teaching chemistry for less than 5 years and the 5-10 year periods.
Figure 5. Graduate Fields of Participant Teachers
Most of participant teachers (17/24=71%) are graduates in chemistry (chem = chemistry, phy = physics, bio = biology, gen sci = general science).
Figure 6. Graduate Degrees of
Participant Teachers
Nearly all of the teachers (23/24=96%) graduated with a Bachelors’ degree.
The Relative Hardness of Topics
in Chemistry Teaching
The perceptions of participant teachers in teaching chemistry was surveyed with regard to their perspectives of relative hardness of topics taught in chemistry. The participant teachers said that all concepts in atomic structure and periodic table are difficult to very difficult to teach. The concepts of subatomic particle, electron configuration and chemical properties of representative compounds were frequently mentioned (Table.1).
Table1
The Relative Hardness for Teaching
(1= very easy, 2=easy, 3=difficult, 4=very difficult)
|
Topics |
Hardness level for teaching |
Sum |
||||
|
1 |
2 |
3 |
4 |
|||
|
Atomic structure |
Atomic models |
5 |
1 |
9 |
9 |
24 |
|
Sub atomic particles |
3 |
0 |
9 |
12 |
24 |
|
|
Electron configurations |
5 |
1 |
11 |
7 |
24 |
|
|
Periodic table |
Organizing of Periodic table |
5 |
2 |
8 |
9 |
24 |
|
Periodic trends |
4 |
5 |
8 |
7 |
24 |
|
|
Chemical properties of representative compounds |
5 |
3 |
10 |
6 |
24 |
|
The participant teachers stated that the concepts in atomic structure and periodic table are difficult to teach because these are abstract topics and students have to imagine a lot to construct an understanding of things that can not be seen. The teachers seem not to possess adequate knowledge to construct their own instructional materials or models to use in teaching. And, they also stated that the students are slower learners implying that they are not ready for chemistry. The following are some examples of what the teachers said:
...the concept is very abstract. Students have to use their imagination to make understanding. I don’t know how to make any instructional materials to help them understand the concepts better. (Teacher 1)
The problem is students don’t like to read and they have short memory. For example, the concepts that I taught at the beginning of a period, if I ask a question at the end of period. They can’t answer, especially students in a low ability class. (Teacher 2)
The students learn by memorizing
(rote learning) and don’t pay enough attention in constructing a meaningful
learning of the topics.
Problems Teachers Encounter in
Teaching Chemistry
Note 1.
Lack of concrete instructional material 2.
Loaded teaching periods 3.
Lack of laboratories instruments & chemicals 4.
Too much students in a class 5.
Lack of textbooks & teaching guide 6.
Too much extra works 7.
Lack of learning sources 8.
Don’t have new teaching strategy 9.
Chemistry contents and teaching time in the curriculum not suitable 10.
Students’ have not enough basic contents & skills 11.
Lack of instructional instruments
The highest
number of teaching problems that teachers encounter in teaching atomic
structure and periodic table are lack of concrete instructional material,
teachers have too much extra work to do, and students do not have enough basic
content and skills that are important for studying in advance of a lesson
(Figure 7).
Figure 7. Teaching problems participant teachers encounter in teaching
Problem solving that teachers use for these issues vary. They make up for time in the course by having extra classes for teaching fundamental concepts. As the one of the participant teachers said:
Some subjects, such as guidance,
teachers don’t often teach. I can use that period to make up the course….if I
know I can’t finish the lesson in time. I will ask students to have a class at
When teachers are unable to cover their week’s class work, they ask students to attend class on the weekend (Saturday and Sunday). One participant stated:
Ask them to make a model. They create the model themselves from their own understanding. Then they present their model to the class. I will give a reflection later… I assigned the students to make the periodic table in groups.
Moreover participant teachers attempt
to construct teaching materials by themselves or assign students to construct
their own learning materials. They also assign students to do a report on their
self-studies.
Frequencies of the Current
Formats the Teachers Currently Use in Teaching
Note 1.
Computer visualizing instruction 2.
Ask professionals for teaching 3.
Lecture 4.
Using work sheet 5.
Using transparency 6.
Using practice 7.
Doing laboratory 8.
Showing Video 9. Students searching on internet 10.
Using local sources
The teaching
formats that teachers usually use to teach atomic structure and periodic table
is lecture, using worksheets, students practice, and doing laboratory (Figure
8).
Figure 8. Teaching Formats Participant Teachers Frequency to Use in Teaching
Preferred Teaching Formats the
Teachers Would Most Like to Use in Teaching
The preferred teaching formats that teachers think they would like to use are shown in Figure 9.
Note 1.
Computer visualizing instruction 2.
Ask professionals for teaching 3.
Lecture 4.
Using work sheet 5.
Using transparency 6.
Using practice 7.
Doing laboratory 8.
Showing Video 9. Students searching on internet 10.
Using local sources
Figure 9. Preferred Teaching Formats Participant Teachers Would Like to Use in Teaching
The highlest ranked teaching format that teachers want to use in teaching atomic structure and periodic table is that of computer assisted visual instruction. Worksheet, lecture, doing laboratory are still important. Using video is another way teachers think would be good for teaching atomic structure, and periodic table.
Findings from
In these findings, participants’ pseudonyms (Moja,
Mbili, Tatu, Nne, Tano, Sita,
Findings from District One
Planning
and Implementing Chemistry Unit Lessons
Tatu started off arguing that the topics in the secondary school chemistry curriculum are different and for one to make sure that he/she had covered the content of each topic effectively one must use appropriate teaching and learning approaches. The participants design and implement unit lessons on the periodic table. It appeared that the participants had improved their teaching practices on each of the chemistry units they were in-serviced in. Following, are the participants’ experiences on the Periodic Table unit they teach.
Planning
and Implementing Lessons on the Periodic Table
The in-service teachers believe that the topic on the periodic table is the core of chemistry. The learners need to understand the periodic table first before they proceed into other chemistry areas that involve chemical reactions. According to the in-service teachers, students who do not understand the periodic table well are likely to have difficulties when studying other topic areas in chemistry. For effective understanding of the periodic table by students, teachers should cover valences first, followed by chemical formulae of compounds, and then the chemical equations. Teachers have to plan for student activities when covering these areas. On the teaching of the periodic table, Tatu noted:
It is very important to cover this topic of the periodic table thoroughly for this is actually the core of chemistry. It is in this topic we cover the valences and then later we cover about the formulae of compounds and then later also with chemical equations. Now once these areas are not well covered then the other areas of chemistry, the other topics become very difficult. So it is good to build [among] the way we have [inaudible] we used to make it concrete to have activities that students could participate in to enhance their understanding.
Mbili supported Tatu’s assertion on how the periodic table can be presented to students in school. As Mbili stated:
...something to add, especially, when you come to the valences, as he has said you know now you have done the periodic table and they have known the rows, the groups and as he said if you can use the colors I think it will help them. And so now they have known but maybe the valence and the number of the outermost electrons will be the same.
However, the students were found to have difficulties in writing the chemical formulae of ions. Mbili felt that students can be helped through use of improvised models of the electronic configurations of atoms and ions. By so doing, the learners are able to visualize and understand how positive and negative ions are formed, and why various ions have different ionic formulae. On how to assist student know how to write ionic formulae, Mbili said:
Now sometimes I find it difficult for a student especially to write the formula of an ion. Now sometimes the students do not understand that the protons do not take part in the reaction involving electrons. So like that one maybe you could have some model of electronic configuration and then you can have a wire and then you can pick “Plastocene” standing for electrons and then you can have a number at the center standing for protons. And so during the ion formation, you know you can decide now this one had so many, magnesium, two, then you can decide to remove the two electrons then the students will count now the electrons left to see they are ten, then the protons are the same. Then, from there you can come and tell the students because it has more positives now than the negatives, this is how you can write it. And then you can go to the other one and I think it helps because they are seeing it. They are seeing it you have removed electrons. I think I find it helping the students quite a lot and you know naturally the students like where there are those activities you find that they are moved.
Moja concurred with his colleagues on how the periodic table can be taught and how improvised models help students to understand the topic better. According to Moja, the students must first understand the atomic structure in relation to electron arrangement in atoms. Good knowledge about the atomic structure and electronic configuration in atoms helps students to understand why various elements are put in given groups and periods of the periodic table. In supporting Mbili’s use of improvised materials to teach the periodic table, Moja said:
…what you have used as those wires, that is what we have used most of the time and you know when you to come to the periods and groups, first of all the students must understand the arrangement of electrons in an atom. So the emphasis here, like in my case, before I start teaching the periodic table I must emphasize on the atomic structure. So like these first twenty elements they must use those wires and then see the arrangement of the electrons because now when you will be talking about the groups in fact they will be knowing because they will just count and see how many electrons are out there, three group three, if they are looking at the periods they just count the energy levels and they know which period this one belongs. That is more or less of what is most probable to use in teaching of periodic table.
Tatu argued, further, that when teaching the periodic table one has to bring out the trends and patterns in the properties of the elements. One has to plan for teaching and learning activities that will cover the trends and patterns in the properties of elements very well. One way of doing this is to prepare adequate periodic table charts suitable for each lesson being taught. The prepared charts ought to be prepared in a way that all students are able to view them in class. They have to be visible and readable by all students seated in class. On how to plan and implement lessons involving the periodic table, Tatu said:
... like the periodic table, of course here what one has to bring out is the trend and the patterns in the properties of the elements. So here then one has to bear in mind the activities that the teacher has to carry out and those the students will carry out in order to bring out these trends and patterns in their properties of the elements. So then here like you must have a chart of the periodic, one must prepare enough charts and which can be seen from far.
The in-service teachers believe that appropriate use of charts in teaching the periodic table can be reinforced through use of other teaching aids such as pointers to show the parts of the periodic table that the teacher/students were discussing or what the teacher wanted to be highlighted. By so doing, the students are able to follow the teacher’s plan of action as he/she covered the periodic table. Tatu commented:
…and if the periodic tables are available, they should be appropriately hanged where they can be seen and something like a ruler or a stick must be availed to use in pointing out the elements and something like that.
Use of letters to represent the actual elements in the periodic table was found to be appropriate in allowing students to follow and understand the chemistry behind the periodic table. The use of letters help the students to avoid cramming the properties of the individual elements in the various groups and periods of the periodic table. According to the teachers, this approach greatly assist the students in understanding the chemical concepts because they viewed the periodic table to be the core of chemistry. This approach makes the students to be able to answer any questions on the periodic table because they are able to relate the periodic table with the chemical reactions they cover in chemistry classes. In this regard, Tatu said:
For this topic of the periodic [table], I find it very appropriate in most times to use letters to stand for the elements. Of course you can provide the atomic numbers but now you use letters. Probably you use the actual names of the students in asking them let’s say some questions about the elements. Once you use the actual names of the elements, then even without using the structures and any other atomic properties of the elements, the students are able to come up with the answers.
Lesson plan preparation and implementation on the periodic table can be strengthened by having the teachers being more innovative in their teaching approaches and strategies. Teachers can use different colors to show the patterns and families in the periodic table. The different colors are likely to assist the students when they learn various groups such as metals, non-metals, transition metals, gases, halogens, noble gases, alkalis, and alkaline earth metals. Tatu said:
....Like the periodic table you see one way of really bringing out in a very colorful way, elements like you can have the metals having a different color in a chart, the non metals different color, transition elements different color or you can give the different families different colors. Alkaline metals different color, alkaline earth metals a different color, halogens a different color, noble gases a different color and that will enhance the understanding of the students.
Chemistry lessons on the periodic table can be improved by having a plan on how to evaluate the teaching learning sessions. As Tatu put it:
Then, also a suitable way of evaluating the lesson must be found... So I recommend very much like when we are testing the periodic table we use letters to stand for the elements: x, y, z, a, b, c, d so they are not able to know the actual element but they are able to use the atomic properties now to come up with their properties and other things about the elements.
Lesson evaluation is an important component in teachers’ lesson planning and implementation, as continuous and appropriate lesson assessments help the teachers to improve on subsequent lessons on the Periodic Table. From the discussions, it was evident that the participants believe that the Periodic Table is the core of chemistry. When handling this topic, the participants felt that a teacher has to cover first the elements’ valences, secondly cover the formulae of compounds, and thirdly the chemical compounds. The participants make their periodic table lessons concrete using student activities. Students need to be thoroughly prepared in this area in order for them to understand the chemistry of various elements. This requires appropriate teaching and learning approaches in schools. Teachers ought to think about teaching/learning activities in the trends and patterns in the element properties. Teachers have to prepare charts or/and have conventional charts appropriately hanged in class. When teaching the periodic table using charts, the teacher should have a pointer to highlight the parts of the periodic table being addressed.
Findings from District Two
The in-service teachers made some changes in their chemistry unit lesson planning and implementation. The following are the findings on the teaching of the Periodic Table unit in District Two.
Lesson
Planning and Implementation Following the In-service Program
Among the changes
that the participants had made in District Two is the incorporation of the ASEI
movement in their lesson planning and the PDSI approach in their chemistry unit
lesson implementation.
For one, previously we never used to assess our lesson with intention of improving the next lesson, but now we do that. In our lessons now, we have to plan for it look for the materials required and not that particular moment during the lesson that we are running up and down to arrange this and that but we put them ready in advance.
The in-service teachers make changes on the learning activities they use. The lesson activities are learner-centered. Sita had a teaching metaphor on how to involve students in chemistry learning. As Sita said:
…let me have this one as “let the child do”, that should be heading, the PDSI approach is actually sort of “let the child do as the teacher sees” unlike previous times when we were carrying out experiments by ourselves demonstrating. This time we have the child or the pupil involved.
Sita believes that as students participate in various learning activities, the teachers should “let the child do as the teacher sees”. This is a great change from the teachers’ demonstration classes they mostly used to have whenever they conducted experiments in class. Student-centered lessons are teacher friendly and the in-service teachers are able to teach any part of the chemistry curriculum using locally available materials.
Planning
and Implementing Chemistry Unit Lessons Following the In-service Program
The participants gave their views on how they plan and implement their chemistry unit lessons involving the periodic table. The following examples are the participants’ thoughts about their secondary school chemistry teaching on the Periodic Table.
Planning and Implementing Lessons on the Periodic Table
The participants had many approaches as to how they teach the periodic table. They ensure that the students understand the atomic structure, followed by the electronic configuration of various atoms before they embark on the periodic table. Sita said:
The periodic table actually,
the approaches are many. But the real approach, which I would use here, is the
students should be familiar with the structure of the atom, such that the
electrons in an atom and the electronic configuration should follow.
Once the students master how to
write the electronic configurations of atoms, they are introduced to grouping
the atoms together based on the number of electrons they have in the outermost
energy level or the number of energy levels they have being occupied by
electrons. The students are then given the criteria for placing elements in the
various groups or periods in the periodic table. As Sita put it:
…they should be able to accept that the uttermost
energy levels, the electrons in the outermost energy level are the ones, which
are displaced. They are the ones, which can classify a given atom or a given
element in a group and the fact that the number of the energy levels is the
same with the period to which that element belongs.
Nane concurred with Sita that the
teaching of the periodic table should start with the atomic structure. The
students should be assisted to know how to write the electronic structures as a
pre-requisite for understanding how the periodic table was developed. As Nane
put it:
…what [you need to start with] is actually the
structure of the atom. The electronic configuration, make use of the other
interactions in putting the elements in groups and also the use of the number
of energy levels in giving the elements their periods. So at least in trying to
talk about this periodic table, the students must be able to have that
knowledge of how to write the electronic configuration and use the electronic
configuration to put an element in a group and in a period.
The students are involved in
various activities by drawing of charts on the periodic table.
...about the periodic table, the teaching learning
activities involved here, for example, I involve the students using charts to
try and draw the periodical table and group the elements of some similar characteristics
probably the a number of electrons uttermost energy level and all that. So
those are the activities students are normally involved in during the process
of teaching. The resources here are things like the charts, the pencils and all
that.
The use of charts in teaching the periodic table was
supported by Nane who said that “actually use of charts is recommended and of
course after the lesson you need to also to give some questions on the periodic
table to get them to be able to even draw their own periodic table using the
atomic numbers”, especially for the first twenty elements in the periodic
table. The students need to know more about the atomic numbers and masses. This
helps students to have deeper understanding of how the elements are arranged
across a periodic table or down a given group.
The use of student activities when
teaching the periodic table was supported by Sita who said:
…then, we will have a few sessions to prepare,
students should be able to prepare a small chart with the first twenty elements
and should be able to write their electronic configurations, properties given
atomic number. The students should be informed what actual atomic number is so
that they [know] what the relative atomic mass is. So that in relation to what
really happens so that they know why the elements are arranged across a given
period and also as within the same group why they are like that.
The participants argued that the
students can be made to appreciate the trends in the reactivity series based on
elements affinity for oxygen or reactions of elements with acids or water. Sita
said:
And they (students) should
be able to also appreciate the fact that these elements, the reactivity series
from the initial approach on the affinity for oxygen, all reactions, I should
say, the reaction of metals with acids, with water. That fact alone would give
them at least some close approach to the accepting about the arrangement of the
elements within a given group.
On the other hand, Nane use letters that do not correspond to the elements’ chemical symbols when giving students activities to perform on the periodic table. The use of letters, other than the real chemical symbols of the elements, ensure that the students understand the concepts underlying the periodic table without cramming the properties of the elements based on their symbols. Nane said, “the activities, of course lecturing, the students should be given a few atoms even using letters, which don’t correspond to the correct symbols of those elements to write their electronic configuration once given the atomic number.”
On lesson
evaluation to gauge the students’ understanding of the periodic table concepts,
Sita felt that the students can be asked to write the electronic configurations
of atoms and tell the reactions of elements and the compounds formed during
such reactions. From given information, the students should also be able to
predict the groups or periods of various elements. As Sita stated:
And on the lesson evaluation, let the students find
the electronic configurations, be able to tell the reactions, the various
compounds formed when certain elements combine, be able to predict which group
an element belongs to from the electronic configuration. I think this will give
the students some good approach on this topic.
And the evaluation is normal.
At the end of it all the students, are they able to, are they able to draw the
charts representing the periodic table? If not, then we evaluate the lesson
accordingly and then maybe help the students to know what was expected of them.
In-service teachers used lesson
evaluations for diagnostic purposes. It is through such evaluations that they
are able to plan for improved subsequent chemistry unit lessons. These in-service teachers’ practices are
likely to enhance the teaching and learning of the periodic table in secondary
schools.
Summary of Our Findings for
For Thai high school chemistry teachers, all concepts were considered to be difficult to very difficult (18/24 = 75%) to teach with respect to atomic structure including atomic models, subatomic particles and electron configurations. With respect to the periodic table, teaching its organization and the chemical properties of representative compounds were ranked most highly
for teaching difficulty (17/24 = 71%). Of the eleven choices for most often cited problems associated with teaching chemistry, the most frequently cited items were (a) lack of concrete teaching materials including posters and models (22/24 = 92%); (b) not enough preparation time because teachers have too much extra work to do (19/24 = 80%); and (c) students do not have enough basic content and skill that are important for studying in advance (15/24 = 62%), etc. Interestingly, the second least challenging classroom issue was the number of students (5/24 = 21%). With respect to the teaching formats, Thai teachers are overwhelmingly using lecture, worksheets, assigning extra problems for completing outside of class time (homework) for both teaching atomic structure and the periodic table. In contrast, the most frequently identified teaching formats that teachers would like to use are computer-assisted visualizations (18/24 = 75%) and using worksheets with practice problems for atomic structure (16/24 = 67%). And, for understanding the periodic table again, utilizing computer visualizations was rated highest (19/24 = 80%) as well as doing laboratory work (16/24 = 67%).
Among Kenyan high school chemistry teachers, they believe the periodic table is
the core of understanding chemistry. When teaching this topic, the teachers feel that one has to first teach atomic structure with the elements’ valences, secondly, introduce the formulae of compounds, and thirdly, introduce the nature of chemical compounds. Following professional development workshops, the teachers try to make their periodic table lessons concrete using student activities. The teachers focus on developing learning activities that demonstrate trends and patterns in the properties of elements. Teachers have to prepare their own charts and/or have conventional charts appropriately hung in class. Teachers need to plan for lesson evaluations in advance as they prepare to teach the periodic table. Continuous feedback during lesson implementation helps the teacher to know his or her students level of understanding and which
students need more attention in specific areas. The teachers find it appropriate to use letters to represent elements when teaching the periodic table. They feel that use of letters to represent elements allows students to comprehend the chemistry behind the periodic table rather than cramming the elements’ chemical facts. The teachers use question-answer techniques, rather than lecture, during instruction. They also use different colors for different family
patterns/elements, for example, metals/non metals, transition elements, alkali, alkaline earth metals, and halogens. The teachers emphasize that both conventional and improvised models lead to better understanding by the students.
Discussion
and Implications
From the Kenyan participants’ conversations and observed lessons, it is evident that they taught the periodic table by considering student activities on the atomic structure, electronic configurations, reactivity of elements (involving oxygen, acids and water), and drawing charts on the periodic table for the first twenty elements. The participants discussed the periodic table using letters to represent elements, which were not their true chemical symbols. Lesson evaluations are also conducted to assess their students’ grasp of the concepts about the periodic table. The lesson evaluations ensure that the students are achieving the lesson objectives in relation the teachers’ expectations. In contrast, Thai chemistry teachers are looking towards innovative visual technologies to enhance teaching and students' understanding.
These results suggest that teacher practices can be enhanced through effective in-service teacher education programs. Professional development programs that effectively involve all the stakeholders and in-service teachers in decision making tend to promote acceptable science classroom practices. The in-service teachers are able to identify themselves with the changes required to enhance the teaching and learning of chemistry unit lessons such as in the periodic table. Use of appropriate assessment tools for diagnostic purposes in science classes is promoted through teacher interactions in professional development sessions. Our findings also suggest that student-centered hands-on and minds-on activities are likely to enhance effective teaching and learning of the periodic table in secondary schools. The in-service teachers involved their students in activities such as concept word mapping, word burrs, directed activity related to science texts, and projects.
In non-western,
less industrialized countries such as
As a foundation to learning advanced chemistry content, atomic structure is one of the most important chemical concepts that learners ought to understand well. We have found that the importance and difficulty in teaching these topics is shared by Thai and Kenyan chemistry high school teachers. The idea of fundamental particles of an atom is abstract and yet the students’ understanding of the atomic structure is crucial to learning the periodic table. Through atomic structure, learners are introduced to the elements’ groups and periods from which they are able to construct patterns and trends in the periodic table.
The chemical and physical properties of elements grouped together or in the same period of the periodic table become clear to the learners when appropriate teaching learning strategies are employed in teaching the atomic structure. The learners’ early understanding of the chemistry involved in building the periodic table makes it easier for them to learn further chemistry content. Understanding atomic structure and the periodic table assists students to comprehend chemical formulae of compounds and balancing chemical equations. Many chemistry students
are likely to find chemical concepts, especially the “mole concept” difficult to study if they have a weak foundation in atomic structure and the periodic table.
In this paper, we have focused on chemistry teachers’
reflections using surveys with questionnaires and interviews to learn about the
difficulties they encounter in teaching basic concepts related to atomic
structure and the periodic table in chemistry. We do not believe that teachers
in
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