Secondary Chemistry Teachers' Misconceptions on Molecular Geometry
Keywords:
Chemistry Teachers, Misconceptions, Molecular GeometryAbstract
The main task of the study was to identify and evaluate secondary chemistry teachers’ in Public National High School in the Division of Samar understanding on the topic “Geometry of Molecules”. To test if there was a significant difference between the level of misconceptions of chemistry majors and non-chemistry majors. The data after computing the one tailed t-test reveal that the computed t value of 5.69 is greater than the critical value of 1.701 with α set at .05. Thus the null hypothesis, which states “There is no significant difference between the level of misconceptions of chemistry major teachers and the non-chemistry major teachers” is rejected. There are no significant relationships that exist between the level of misconceptions of secondary chemistry teachers and the teachers’ profile in terms of age, sex, civil status, and undergraduate degree, teaching experience and teaching loads. There are significant relationships that exist between chemistry teachers’ level of misconceptions and each of the succeeding variables: a) undergraduate major b) chemistry units earned c) teaching experience d) in-service trainings/seminars/workshops attended. Most chemistry teachers in the Division of Samar are relatively young and showed little professional growth in their field of specialization. Majority of the chemistry teachers were female and inexperienced in the teaching profession. Most chemistry teachers in the Division of Samar have additional loads other than chemistry.
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