The Impact of Teaching and Learning of Chemistry of Acids and Bases in the Context of SDG 6 on Water Quality and Sanitation

Musonda Chisanga, O. Shumba, Patrick Hayumbu, Sydney Mupeta
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Abstract

Purpose: Research has shown that incorporating social-scientific issues and societal concerns in the teaching and learning of STEM subjects, such as Chemistry, can enhance their relevance and appeal to learners. However, STEM experiences often fail to connect with learners' experiences and societal issues. Materials and Methods: To address this, a study was conducted with grade 11 learners (n=60) at a secondary school in Kasama town, northern Zambia. The study explored the impact of teaching acids and bases in the context of SDG6 on water quality and sanitation, using the REACT teaching model (Relating, Experiencing, Application, Cooperation, and Transferring). Findings: Results showed that the experimental group (n=30) performed significantly better than the control group (M experiment =67.07, S= 13.09, M control = 45.87, S=11.73, t (df =58, two-tailed =6.05, p < 0.05). The gains from pre-test to post-test were significant in the experimental group (Gain = 26.03 points, t (df=29, 2-tailed) = 8.496, p < .000) and not significant in the control group (Gain = 6.17 points, t (df=29, 2-tailed) = 1.893, p = 0.068). Implications to Theory, Practice and Policy: These results are both statistically and practically significant.
可持续发展目标 6 背景下酸碱化学教学对水质和卫生的影响
目的研究表明,在化学等 STEM 学科的教与学中融入社会科学问题和社会关切,可以增强这些学科的相关性和对学习者的吸引力。然而,科学、技术和工程学科的经验往往无法与学习者的经验和社会问题联系起来。材料与方法:为解决这一问题,我们对赞比亚北部卡萨马镇一所中学的 11 年级学生(n=60)进行了研究。该研究采用 REACT 教学模式(关联、体验、应用、合作和迁移),探讨了在有关水质和卫生的可持续发展目标 6 的背景下教授酸和碱的影响。研究结果:结果显示,实验组(30 人)的成绩明显优于对照组(实验组 =67.07,S=13.09,对照组 =45.87,S=11.73,t(df =58,双尾 =6.05,P <0.05)。从测试前到测试后,实验组的收益显著(收益 = 26.03 分,t(df=29,双尾)= 8.496,p < .000),而对照组的收益不显著(收益 = 6.17 分,t(df=29,双尾)= 1.893,p = 0.068)。对理论、实践和政策的影响:这些结果在统计和实践上都具有重要意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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