Pedagogical Research

• Abell, S. K. (2007). Research on science teacher knowledge. In S. K. Abell, & N. G. Lederman (Eds.), Handbook of research on science education. Lawrence Erlbaum Associates.
• Abukari, M. A., Marifa, H. A., Samari, J. A., Dorsah, P., & Abudu, F. (2022). Senior high school students’ difficulties in learning hybridisation in chemistry. Problems of Education in the 21st Century, 80(5), 630-651. https://doi.org/10.33225/pec/22.80.630
• Adu-Gyamfi, K., Ghartey Ampiah, J., & Darko Agyei, D. (2020). Participatory teaching and learning approach: A framework for teaching redox reactions at high school level. International Journal of Education and Practice, 8(1), 106-120. https://doi.org/10.18488/journal.61.2020.81.106.120
• Ajayi, V. O., & Ogbeba, J. (2017). Effect of gender on senior secondary chemistry students’ achievement in stoichiometry using hands-on activities. American Journal of Educational Research, 5(8), 839-842. https://doi.org/10.12691/education-5-8-1
• Ameyaw, Y., & Sarpong, L. (2015). Impact of problem game learning (PGL) on college student’s performance in hybridization of atomic orbitals. International Journal of Sciences, 1(06), 10-17. https://doi.org/10.18483/ijSci.707
• Avci, F., Kirbaslar, F. G., & Acar Sesen, B. (2019). Instructional curriculum based on cooperative learning related to the structure of matter and its properties: Learning achievement, motivation and attitude. South African Journal of Education, 39, 1-14. https://doi.org/10.15700/saje.v39n3a1602
• Aydin, S., Friedrichsen, P. M., Boz, Y., & Hanuscin, D. L. (2014). Examination of the topic-specific nature of pedagogical content knowledge in teaching electrochemical cells and nuclear reactions. Chemistry Education Research and Practice, 15(4), 658-674. https://doi.org/10.1039/C4RP00105B
• Bílek, M., Nodzyńska, M., Kopek-Putała, W., & Zimak-Piekarczyk, P. (2018). Balancing chemical equations using sandwich making computer simulation games as a supporting teaching method. Problems of Education in the 21^st Century, 76(6), 779-799. https://doi.org/10.33225/pec/18.76.779
• Boerst, T. (2003). Professing teacher knowledge beyond the classroom. Journal of the Association for Mathematics Education, 58, 7-18.
• Boesdorfer, S. B. (2012). PCK to practice: Two experienced high school chemistry teachers’ pedagogical content knowledge in their teaching practice [Unpublished doctoral dissertation]. Illinois State University.
• Bozkurt, O., & Kaya, N. O. (2008). Teaching about ozone layer depletion in Turkey: Pedagogical content knowledge of science teachers. Public Understanding of Science, 17(2), 261-276. https://doi.org/10.1177/0963662506071787
• Braimoh, D. S., & Okedeyi, A., S. (2001). The direction of professional development for classroom teachers in effective science, technology and mathematics teaching: Matters arising. Lagos Journal of Science Education, 5, 33-37.
• Calik, M., Ayas, A., & Coll, R. K. (2009). Investigating the effectiveness of an analogy activity in improving students’ conceptual change for solution chemistry concepts. International Journal of Science and Mathematics Education, 7(4), 651-676. https://doi.org/10.1007/s10763-008-9136-9
• Calis, S. (2018). An examination of the achievement levels of acquisitions in hybridization: High school sample. Universal Journal of Educational Research, 6(8), 1659-1666. https://doi.org/10.13189/ujer.2018.060805
• Chinn, S. (2002). Maths and dyslexia: A view from the United Kingdom. Sprakaloss. http://www.Sprakaloss.se/Chinn-mathsanddyslevia.html
• Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE.
• Dooren, V. W., Verschaltel, L., & Ogenna, P. (2005). The impact of pre-service teachers’ content knowledge on their evaluation of learners’ strategies for solving arithmetic and algebra word problem. Journal of Research in Mathematics Education, 33(5), 319-351. https://doi.org/10.2307/4149957
• Essah, B. O. K., & Emmanuel, O. K. (2019). Using visual models to improve the performance of senior high school student. International Journal of Zambrut, 2(1), 107-123.
• Goes, L. F., Fernandez, C., & Eilks, I. (2020). The development of pedagogical content knowledge about teaching redox reactions in German chemistry teacher education. Education Sciences, 10(7), 170. https://doi.org/10.3390/educsci10070170
• Halim, K., Mansor, R., & Osman, K. (2011). Teachers’ knowledge that promotes students’ conceptual understanding. Prodia-Social and Behavioral Sciences, 9, 1835-1839. https://doi.org/10.1016/j.sbspro.2010.12.410
• Halim, L., & Meerah, S. M. (2002). Science trainee teachers’ pedagogical content knowledge and its influence on physics teaching. Research in Science & Technological Education, 20(2), 215-225. https://doi.org/10.1080/0263514022000030462
• Hanson, R., Sam, A., & Antwi, V. (2012). Misconceptions of undergraduate chemistry teachers about hybridization. African Journal of Educational Studies in Mathematics and Sciences, 10, 10.
• Hawkins, L. (2013). Content analysis: Principles and practices. Human Capital Office Learning Center.
• Holtman, L., Martin, J., & Mukuna, R. (2018). Factors influencing the in-service programmes: Case study of teachers with learner-centred strategies in Blue Watersi setting. South African Journal of Education, 38(3), 1-14. https://doi.org/10.15700/saje.v38n3a1429
• Ijeh, S., B. (2012). How competent mathematics teachers develop pedagogical content knowledge in statistics teaching [Doctoral thesis, University of Pretoria].
• Jacob, F., John, S., & Gwany, D., M. (2020). Teachers’ pedagogical content knowledge and students’ academic achievement: A theoretical overview. Journal of Global Research in Education and Social Science, 14(2), 14-44.
• Jang, S. J. (2011). Assessing college students’ perceptions of a case teacher’s pedagogical content knowledge using a newly developed instrument. Higher Education, 61(6), 663-678. https://doi.org/10.1007/s10734-010-9355-1
• Jian, K. V. (2014). The concept of hybridization: A rapid and new innovative method for prediction of hybridised state of an atom in a very short time. Indian Journal of Applied Research, 4(3), 1-4.
• Ji-Won, S. (2006). Investigating pre-service teachers’ understanding and strategies on a student’s error of reflective symmetry. In Proceedings of the 30^th Conference of the International Group for the Psychology of Mathematics Education (pp. 145-152).
• Jordan, N. C., Gersten, R., & Flojo, J., R. (2005). Early identification and intervention for students with mathematics difficulties. Journal for Learning Disabilities, 38(4), 293-304. https://doi.org/10.1177/00222194050380040301
• Karisan, D., Senay, A., & Ubuz, B. (2013). A science teacher’s PCK in classes with different academic success levels. Journal of Educational and Instructional Studies in the World, 3(1), 22-31.
• Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
• Koomson, C. K., Safo-Adu, G., & Antwi, S. (2020). Utilizing computer simulation and computerised molecular modeling software to enhance the teaching and learning of hybridization in senior high schools. International Journal of Chemistry Education, 4(1), 044-055.
• Kuchemann, D. (2007). Prospective mathematics teachers’ pedagogical content knowledge of definite integral: The problem of limit. http://bsrlm.org.uk/Ips27/ips27-3/BSRLM-IP-27-3-2
• Loughran, J. J., Berry, A. K., & Mulhall, P. J. (2006). Understanding and developing science teachers’ pedagogical content knowledge. Sense Publishers. https://doi.org/10.1163/9789087903657
• Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome, & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp. 95-132). Kluwer Academic Publishers. https://doi.org/10.1007/0-306-47217-1_4
• Mensah, M. F. (2013). Teachers’ pedagogical content knowledge in social studies and their assessment practices at the senior high schools in Secondi-Takoradi Metropolis in the Western Region of Ghana [Doctoral dissertation, University of Education, Winneba.
• MoE. (2010). Teaching syllabus for chemistry (senior high school 1-3). Ministry of Education.
• Mthethwa-Kunene, E., Onwu, G. O., & de Villiers, R. (2015). Exploring biology teachers’ pedagogical content knowledge in the Tteaching of genetics in Swaziland science classrooms. International Journal of Science Education, 37(7), 1140-1165. https://doi.org/10.1080/09500693.2015.1022624
• Nakiboglu, C. (2003). Instructional misconceptions of Turkish prospective chemistry teachers about atomic orbitals and hybridization. Chemical Education Research Practice, 4(2), 171-188. https://doi.org/10.1039/B2RP90043B
• Nargund-Joshi, V., & Liu, X. (2013). Understanding in-service teachers’ orientation towards Interdisciplinary science inquiry [Paper presentation]. The National Association for Research in Science Teaching Annual Conference.
• Nuangchalerm, P. (2012). Enhancing pedagogical content knowledge in preservice science teachers. Higher Education Studies, 2(2), 66. https://doi.org/10.5539/hes.v2n2p66
• Okebukola, P. A. O. (1997, December 19). And the barriers to meaningful learning of science come tumbling down. 7th Inaugural lecture, Lagos State University, Lagos, Nigeria.
• Olfos, R., Goldrine, T., & Estrella, S. (2014). Teachers’ pedagogical content knowledge and its relation with students’ understanding. Revista Brasileira de Educação [Brazilian Journal of Education], 19(59), 913-944. https://doi.org/10.1590/S141324782014000900006
• Olteanu, C. (2017). Reflection-for-action and the choice or design of examples in the teaching of mathematics. Mathematics Education Research Journal, 29(3), 349-367. https://doi.org/10.1007/s13394-017-0211-9
• Ozden, M. (2008). The effect of content knowledge on pedagogical content knowledge: The case of teaching phases of matters. Educational Sciences: Theory & Practice, 8(2), 633-645.
• Parotte, J. A. (2016). Elementary physical education teachers’ content knowledge and pedagogical content knowledge of overhand throwing [Doctoral Thesis, Old Dominion University]. https://doi.org/10.25777/WBWF-RC11
• Penso, S. (2002). Pedagogical content knowledge: How do student teachers identify and describe the causes of their pupils’ learning difficulties? Asia-Pacific Journal of Teacher Education, 30(1), 25-37. https://doi.org/10.1080/13598660120114959
• Pihie, Z. A., & Sipon, M. (2013). Implementing pedagogical content knowledge in teaching and learning entrepreneurship at community college: An instructional enrichment. Procodia Graduate Research in Education, 2013, 532-539.
• Priede, D., & Krumina, A. (2012). A conceptual approach to learning chemistry in professional secondary school in Latvia. US-China Education Review B, 1, 31-40.
• Rollnick, M., & Mavhunga, E. (2014). PCK of teaching electrochemistry in chemistry teachers: A case in Johannesburg, Gauteng Province, South Africa. Educación Química [Chemistry Education], 25(3), 354-362. https://doi.org/10.1016/S0187-893X(14)70551-8
• Rollnick, M., Bennett, J., Rhemtula, M., Dharsey, N., & Ndlovu, T. (2008). The place of subject matter knowledge in pedagogical content knowledge: A case study of South African teachers teaching the amount of substance and chemical equilibrium. International Journal of Science Education, 30(10), 1365-1387. https://doi.org/10.1080/09500690802187025
• Sahin, O., Gokkurt, B., & Soylu, Y. (2016). Examining prospective mathematics teachers’ pedagogical content knowledge on fractions in terms of students’ mistakes. International Journal of Mathematical Education in Science and Technology, 47(4), 531-551. https://doi.org/10.1080/0020739X.2015.1092178
• Sakim, T. (2004). Investigating secondary school physics teachers’ pedagogical content knowledge: A case study. Journal of Graduate Students, 5(1), 82-96.
• Salah, H., & Dumon, A. (2011). Conceptual integration of hybridization by Algerian students intending to teach physical sciences. Chemistry Education Research and Practice, 12(4), 443-453. https://doi.org/10.1039/C1RP90049H
• Santi, M., & Atun, S. (2020). Learning activities based on learning cycle 7E model: Chemistry teachers’ perspective. Advances in Social Science, Education and Humanities Research, 541, 234-240. https://doi.org/10.2991/assehr.k.210326.032
• Shulman, L. (1987). Knowledge and teaching:Foundations of the new reform. Harvard Educational Review, 57(1), 1-23. https://doi.org/10.17763/haer.57.1.j463w79r56455411
• Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004
• Sprenger, M. (2003). Differentiation through learning styles and memory. Corwin Press.
• Taber, K. S. (2001). Building the structural concepts of chemistry: some considerations from educational research. Chemistry Education Research and Practice, 2(2), 123-158. https://doi.org/10.1039/B1RP90014E
• Tsafe, A. K. (2013). Teacher pedagogical knowledge in mathematics: A tool for addressing learning problems. Scientific Journal of Pure and Applied Sciences, 2, 1.
• Udogu, M. E., Amaechi, C. I., & Njelita, C. B. (2007). Evaluating the level of usage of pedagogical skills by science technology and mathematics teachers in secondary schools for sustainable development. In Proceedings of the 48^th Annual Conference of Science Teachers Association of Nigeria (pp. 116-125).
• Usak, M., Ozden, M., & Saglam, Y. (2011). Use of pedagogical content knowledge in teaching chemistry in early science education. Asian Journal of Chemistry, 23(11), 7.
• van Driel, J. H., Jong, O. D., & Verloop, N. (2002). The development of preservice chemistry teachers’ pedagogical content knowledge. Science Education, 86(4), 572-590. https://doi.org/10.1002/sce.10010
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• Vladušić, R., Bucat, R., & Ožić, M. (2020). Evidence of the development of pedagogical content knowledge related to chemical bonding during a course for preservice chemistry teachers. Center for Educational Policy Studies Journal, 10(1), 59-81. https://doi.org/10.26529/cepsj.783
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• WAEC. (2012). Chief examiner’s report: General science program: May/June West Africa senior secondary certificate examination. West Africa Examinations Council.
• WAEC. (2017). Chief examiner’s report: General science program: May/June West Africa senior secondary certificate examination. West Africa Examinations Council.
• WAEC. (2019). Chief examiner’s report: General science program: May/June West Africa senior secondary certificate examination. West Africa Examinations Council.
• Wu, H. K., Krajcik, J. S., & Soloway, E. (2001). Promoting understanding of chemical representations: Students’ use of a visualization tool in the classroom. Journal of Research in Science Teaching, 38(7), 821-842. https://doi.org/10.1002/tea.1033

APA

Marifa, H. A., Abukari, M. A., Samari, J. A., Dorsah, P., & Abudu, F. (2023). Chemistry teachers’ pedagogical content knowledge in teaching hybridization. Pedagogical Research, 8(3), em0162. https://doi.org/10.29333/pr/13168

Vancouver

Marifa HA, Abukari MA, Samari JA, Dorsah P, Abudu F. Chemistry teachers’ pedagogical content knowledge in teaching hybridization. PEDAGOGICAL RES. 2023;8(3):em0162. https://doi.org/10.29333/pr/13168

AMA

Marifa HA, Abukari MA, Samari JA, Dorsah P, Abudu F. Chemistry teachers’ pedagogical content knowledge in teaching hybridization. PEDAGOGICAL RES. 2023;8(3), em0162. https://doi.org/10.29333/pr/13168

Chicago

Marifa, Huaru Alhassan, Moses Abdullai Abukari, Jonathan Ayelsoma Samari, Philip Dorsah, and Fatao Abudu. "Chemistry teachers’ pedagogical content knowledge in teaching hybridization". Pedagogical Research 2023 8 no. 3 (2023): em0162. https://doi.org/10.29333/pr/13168

Harvard

Marifa, H. A., Abukari, M. A., Samari, J. A., Dorsah, P., and Abudu, F. (2023). Chemistry teachers’ pedagogical content knowledge in teaching hybridization. Pedagogical Research, 8(3), em0162. https://doi.org/10.29333/pr/13168

MLA

Marifa, Huaru Alhassan et al. "Chemistry teachers’ pedagogical content knowledge in teaching hybridization". Pedagogical Research, vol. 8, no. 3, 2023, em0162. https://doi.org/10.29333/pr/13168