Situating hands-on and minds-on activities in contemporary times to promote chemistry education and conceptual gain

This study, sought to introduce simple, less costly, robust equipment and activities, that promote and foster constructivist pedagogies, to enable an intact class of 78 teacher trainees form their own authentic concepts through fun-filled, engaging social interactions. Data were collected by means of a two-tier diagnostic assessment in a constructivist classroom environment. Questionnaires, semi-structured interviews, and observation schedules were employed to triangulate obtained data and evaluate acquired learning skills. From the study, it was found that the new hands-on and minds-on approach enhanced the acquisition of many learning skills, environmental awareness, and subsequently concept formation. The implication here is that, the new constructivist approach has the potential to change the way chemistry is taught in a more pragmatic, interactive, simple, fun, and engaging ways to facilitate conceptual understanding of chemistry for sustainability and further innovations in STEM development.

Keywords: Concepts, constructivism, hands-on activities, minds-on activities, microscience