Professor Hanson, Ruby
Hanson, R. (2021). Employing micro science equipment to promote chemistry education through constructivist hands- and minds-on activities. Interchange, 52(4), 521 - 544. DOI: https://link.springer.com/article/10.1007/...
Yaayin, B., Oppong, E. K. & Hanson, R. (2021). Efficacy of jigsaw model in improving pre-service teachers’ performance in selected functional group organic compounds. Science Education International, 32(3), 191 - 196. DOI: https:doi.org/10.33828/seiv32.13.2
Nartey, E. & Hanson, R. (2021). The Differential Perceptions of Selected Ghanaian Senior High School (SHS) Students and Teachers about Organic Chemistry. African Journal of Chemical Education, 11(2), 110 - 128. https://www.faschem.org
Sakyi Hagan, N. & Hanson, R. (2021 (September 1-3)). Gender differences in performance in integrated science among preservice secondary school teachers in Ghana [Paper presentation]. 18th Conference of Women Engineers and Scientists, Warwick, Coventry
Nartey, E. & Hanson, R. (2021). The perceptions of senior high school students and teachers about organic chemistry: A Ghanaian perspective. Science Education International, 32(4), 331-342. DOI: https://doi.org/10.33828/sei.v32.14.8
Agbeko, D. T., Hanson, R. & Kumabia, F. K. R. (2021). Exploring colleges of education science tutors' views on differentiated instruction: A case study in the Volta Region of Ghana. Indiana Journal of Arts & Literature, 2(7), 30-44. https://indianapublications.com/journal/IJAL
Kwarteng, T. A., Hanson, R., Nartey, E., Sam, A. & Quayson, C. (2021). Teacher trainees' alternative conceptions about intermolecular forces. International Journal of Innovative Science and Research Technology, 6(12), 18-23. http://www.ijisrt.com
Hanson, R. (2020). Chemistry teachers' interpretation of some students' alternative conceptions- A pilot study. African Journal of Chemical Education, 10(1), 69-96. DOI: https://www.ajol.info/index.php/ajce/artic...
Hanson, R. (2020). Using activity worksheets to remediate pre-service teachers' conceptions about word equations. The Canadian Journal of Action Research, 20(2), 48 - 67. DOI: https://doi.org/10.33524/cjar.v2012.398
Sakyi-Hagan, N. A. & Hanson, R. (2020). Interactive instructional approaches to teaching integrated science and their effect on students' performance: A study in a Ghanaian context. African Perspectives of Research in Teaching and Learning, 4(1), 60 - 75. DOI: https://www.ul.ac.za/aportal/index.php? En...
Baiden, E. A. & Hanson, R. (2020). Exploring the correlations between learning style preferences and academic performances of senior high school students in integrated science in the Gomoa East District. African Perspectives of Research in Teaching and Learning, 4(1), 1 - 13.
Quayson, C. & Hanson, R. (2020). Using molecular models to name and illustrate structures of monocyclic compounds. Chemistry: Natural Sciences in Education, 29(6), 692-711. http://www.ceeol.com
Hanson, R. (2020). Designing e-content for teaching basic analytical chemistry in higher education: A baseline study. Science Education International, 31(1), 22-28. DOI: https://doi.org/10.33828/sei.v31.i13
Hanson, R. (2020). How gender-friendly constructivist approaches facilitate the development of STEM skills. International Journal for Cross-Disciplinary Subjects in Education, 11(2), 4281-4285. http://www.infonomics-society.org
Boi-Doku, A., Twumasi-Ankrah, K. & Hanson, R. (2019). Interpretation of inclusive education practices in science at a basic school. African Journal of Educational Studies in Mathematics and sciences, 15(1), 15 - 22. DOI: https://doi.org/10.4314/ajesms.v15i1.2