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International Journal of Education and Practice

January 2020, Volume 8, 1, pp 106-120

Participatory Teaching and Learning Approach: A Framework for Teaching Redox Reactions at High School Level

Kenneth Adu-Gyamfi


Joseph Ghartey Ampiah


Douglas Darko Agyei

Kenneth Adu-Gyamfi 1 ,

Joseph Ghartey Ampiah 1 Douglas Darko Agyei 3

  1. Department of Science Education, Faculty of Science and Technology Education, College of Education Studies, University of Cape Coast, Ghana. 1

  2. Department of Mathematics and ICT Education, Faculty of Science and Technology Education, College of Education Studies, University of Cape Coast Ghana. 3

Pages: 106-120

DOI: 10.18488/journal.61.2020.81.106.120

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Article History:

Received: 31 October, 2019
Revised: 05 December, 2019
Accepted: 13 January, 2020
Published: 11 February, 2020


This study aimed at designing a framework to help students develop a conceptual understanding of redox reactions, which draws on constructivist learning theory. This framework was in the form of participatory teaching and learning approach comprising Insight, Interaction, Task, and Forum. The framework was designed and developed based on the literature and used in a teaching trial. At the prototype phase of the design-based approach, a mixed methods design was employed in data collection. Fifteen students from a second-year senior high school class responded to the achievement test and interacted with the researchers. A stratified sampling procedure was used to select the students. In lessons on redox reactions, the framework helped the teacher to identify students’ alternative conceptions and confronted them through cognitive engagements leading to conceptual understanding in redox reactions. Percentages, related samples t-test, and themes were used to analyse data. The results showed that there was an improvement in students’ conceptual understanding of redox reactions. It is, therefore, recommended that chemistry educators and researchers should use the framework in large scale research to assure the scientific community the efficacy of it in developing conceptual change in students.
Contribution/ Originality
The study contributes to the existing literature by the design and development of an alternative framework for participatory instruction, which is all encompassing in approach. Unlike other instructions, the framework; Insight, Interaction, Task, and Forum, takes advantage of alternative conceptions and ends with students’ ability to evaluate colleague’s presentations.


Forum, Insight, Interaction, Participatory, Redox reactions, Task.



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This study received no specific financial support.

Competing Interests:

The authors declare that they have no competing interests.


All authors contributed equally to the conception and design of the study.

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