Contemporary Ceramic Art of Ghana: Focus on Kingsley Kofi Broni

Very little information exists in the form of literary presentation and documentation on contemporary Ghanaian artists. One outstanding personality whose contribution to the development of Ghanaian ceramic art and the world of ceramics merits acknowledging, celebrating and studying is Kingsley Kofi Broni. This paper highlights his profile and contribution to academia and ceramic arts practice. It examines some of his creative masterpieces, techniques employed and the impact on his students and the younger generation of ceramic artists. The paper further examines the local and international recognition, acclamation and awards that crowned his contributions

The Status of Visual Art Apprenticeship Training in Ghana

This study examines the traditional apprenticeship of the visual art vocations in the wake of several attempts at formalizing apprenticeship in Ghana. The descriptive survey design was employed with questionnaire as the main instrument for data collection complemented with published literature. With the use of survey questionnaire and published literature this study took on the combined qualitative and quantitative approach of research. Purposive and simple random sampling techniques were used to sample 270 master crafts-persons and 300 apprentices respectively across the major crafts production centres. The study revealed that traditional apprenticeship with reference to visual arts vocations is still characterized by significant weaknesses and challenges in terms of relevance and quality of training. In spite of the weaknesses, the traditional apprenticeship provides greater opportunities and exposure to many youth in the area of entrepreneurial skills and self- employment. It was also revealed that greater number of both apprentices and master craftspersons have good educational background, a development likely to raise the status of apprenticeship and a requirement for the upgrade of the training content. The study recommends a comprehensive review of policy, legislative and regulatory framework for apprenticeship with the view of making it workable, and COTVET should be assisted and supported to deliver on its mandate. It is also recommended that the content of the training programme should be strengthened by incorporating essential topics missing in the visual arts apprenticeship programme. Keywords: apprentice, master craftsperson, traditional apprenticeship, visual arts, trainin

Decline of Glass Beads Production in Ashanti Region of Ghana

Bead heritage and powder-glass beadmaking arts of Ashanti have evolved over several centuries. This glass beadmaking tradition which forms a significant part of Ghana’s cultural heritage seems to be fast declining. The study was an attempt to investigate the decline of glass beadmaking in Ashanti. It was conducted mainly in three glass beads producing centres in the Atwima Nwabiagya district of Ashanti Region. The sample in this study consisted of twenty-five participants who were purposively selected. Besides interviews and observations, secondary data inputs generated from published materials were the instruments used to gather data for the study. Findings of the study revealed that the use of obsolete equipment and inefficient production techniques, marketing challenges, slow adaptation to modern designs and technology, and abolition of some traditional cultural practices are among the major causes of the decline of glass bead production in Ashanti. This study recommends that the decline of glass beads production in Ashanti could be solved by introducing simple but efficient machinery and better processing techniques, producing new glass bead designs that have a contemporary look and appeal to the international export market, focusing on innovation and exploration of new bead designs that could serve as a mixed media for other contemporary artistic products and re-position the glass beads producing centres in Atwima Nwiabigya district to make beadmaking art and bead heritage as destination for cultural tourism. Keywords: Beads, glass beads, glass-powder beads, design, beadmaking techniques

Effect of Problem-Based Learning on Students’ Achievement in Chemistry

The study investigated the effect of problem-based learning on students’ achievement in chemistry.   Learners’ low achievement in Science in South Africa has been a concern to government, stakeholders, school principals and parents over the years as a result of poor teaching techniques, students’ attitudes, lack of teaching and learning materials, teachers’ pedagogical skills etc. Several studies, for instance Monitoring Learner Achievement (MLA) project conducted by UNESCO and UNICEF have shown no improvement in the performance of South African students in Mathematics and Science. Quasi-experimental design was employed for the study. 101 equivalent students were selected for the study using pre-test. The control group was taught with the traditional lecture method whiles the experimental group received instruction with PBL. Independent T-test was used for the analysis. Results showed that there was significant difference (p < 0.05) in chemistry achievement of students between control and the experimental group while there was no significant differences in the before the study. The results show that PBL is an effective way for to teach chemistry so as to improve students’ critical thinking and problem solving skills. Keywords: Chemistry, Problem-Based Learning, Critical thinking, Traditional lecture, Achievement

Perceptions of Ghanaian Student Teachers on Benefits and Challenges of the Flipped Classroom : A Case Study

Publisher Copyright: © 2022 by authors.The views of student teachers on using the flipped classroom approach were investigated in three Ghanaian colleges of education during the 2020/2021 academic year. A questionnaire with open-ended questions was used to collect data from 143 student teachers. Responses were analyzed using qualitative content analysis. In addition, a focus group interview was taken to examine some of the issues in more depth The flipped classroom approach allowed the students to feel that they were in control of their own learning by using self-paced and collaborative learning. The approach also deepened their conceptual understanding as well as their learning skills. The student teachers also experienced three interconnected challenges, including inadequate ICT infrastructures, such as poor internet connectivity, lack of skills to use ICT, and increased workload. The flipped classroom approach can positively impact students’ learning, but educators planning to use the approach should consider the adequacy of the ICT infrastructure available.Peer reviewe

Notkun upplýsingatæki í vendinámi í lífrænni efnafræði: Upplifun kennara og kennaranema í þremur háskólum í Ghana

Student-centred models based on active learning have aroused interest among teachers and students. At the same time policymakers encourage the use of information and communication technologies in education. Research on active learning and flipped classrooms took an upward turn in quality and magnitude with the advent of COVID-19. The research proposal was developed just prior to the pandemic and was altered to deal with the new situation. This research has contributed to the research generated by the pandemic. This cover study incorporates the data and analysis from four published articles. The purpose of this research was to develop a classroom intervention in organic chemistry using ICT and assess the perspectives of three classes of student-teachers and their chemistry teachers (“the threesome”) on their experience. The data were gathered on-site in Ghana by the threesome and with online questionnaires for both educators and student-teachers, online interviews, and a focus group. The threesome and the researcher met regularly online before and during the COVID-19 period of restrictions on school attendance. The main aim was to understand the extent to which teacher educators and student- teachers could use ICT to adopt flipped classrooms as a pedagogical approach while teaching organic chemistry. Four weeks of instruction in the traditional format of classroom lectures and written homework were replaced by a flipped mode of instruction in which students studied organic chemistry in school and in out-of-school settings. No changes were made regarding the content as prescribed in the national curriculum for tertiary education. The same topics from organic chemistry were introduced in all three colleges at the same time, using the flipped, active learning and incorporating extensive use of ICT. The educators found it difficult to shift their pedagogical practice and adopt online teaching. ICT skills were weak as was the ICT infrastructure in the colleges. Some ICT resources in the form of data bundles were provided to all the student-teachers and the threesome and mobile Wi-Fi equipment to one educator. Some student-teachers who could not access the internet at home used these resources for their pre-class activities. On reflection, the threesome believed that integrating flipped classrooms could provide opportunities for student-teachers to develop their skills and change their pedagogical practices. The threesome had some ICT knowledge, but there were weaknesses in the colleges in using and integrating it into the teaching. One of the reasons was that participants had not received professional ICT training that would enable them to be competent in delivering or receiving technology-enhanced lessons. The threesome indicated further that even for those who had received some ICT training, it was not effectively organized or enough to enable teachers to put integration into practice. ICT-focused workshops were one-time only and too short and rushed to be beneficial. The student-teachers perceived that the flipped classroom approach would enable them to take a more active role and responsibility for their learning because of the flexibility of the approach. Student-teachers felt they could interact with their teachers and collaborate with their peers through the flipped approach. Further, they believed that the flipped classroom activities enhanced conceptual understanding and increased academic achievement and critical thinking skills. Both the threesome and student-teachers faced challenges implementing the national curriculum because of deficiencies in ICT infrastructure, and few opportunities to develop the relevant knowledge, skills, and competences for teaching and learning for the 21st century. The support that the researcher provided highlighted the value of teachers supporting each other when they have the same issues. In this case the context of the intervention with flipped classrooms, it is important to consider that educators with knowledge, skills, and competence in ICT could produce quality teaching and the necessary learning processes. Ongoing professional development enables educators and teachers to integrate ICT sufficiently into their teaching, for example, in chemistry. At the ed of the study, a so-called SWOT strategic analysis of innovation was carried out based on the data we had assembled before, during and after the intervention. Strengths and weaknesses of internal factors affecting the stated task of the institution, that is training teachers according to the national curriculum were identified as well as opportunities and threats to active learning found in the external environment. It is our conviction that the crucial factors for effective integration are adequate ICT knowledge and skills, functional ICT infrastructure, and regular use of ICT.Kennsluhættir sem byggja á virku námi hafa vakið áhuga meðal kennara og nemenda. Á sama tíma leggja stefnumótunaraðilar áherslu á notkun upplýsingatækni í skólastarfi. Rannsóknir á virku námi og vendinámi jukust bæði að fjölda og gæðum í COVID-19 faraldrinum. Rannsóknaráætlun var unnin og aðlöguð til að bregðast við þessum aðstæðum sem mörkuðust af breyttri viðveru. Rannsóknin er framlag til þeirrar þekkingar sem faraldurinn varð kveikjan að. Kápa þessi er byggð á gögnum og greiningu úr fjórum birtum vísindagreinum. Tilgangur þessarar rannsóknar var að framkvæma íhlutun í kennslu á lífrænni efnafræði með notkun upplýsingatækni og meta viðhorf og reynslu kennaranema sem og kennara þeirra. Gögnum var safnað í þremur kennaraháskólum í Ghana með þremur efnafræðikennurum. Spurningalistar voru lagðir fyrir breiðan hóp kennara og kennaranema, og teking vour viðtöl og rýnihópaviðtal á netinu. Kennarar og rannsakandi voru í reglulegum samskiptum fyrir og á meðan samgöngutakmarkanir vegna faraldursins áttu sér stað. Meginmarkmiðið var að komast að því að hve miklu leyti háskólakennarar og kennaranemar gætu beitt upplýsingatækni við að tileinka sér vendinám- og kennslu við kennslu á lífrænni efnafræði. Skipulögð var kennsla í fjórar vikur þar sem hefðbundin kennsla byggð á fyrirlestrum í kennslustundum og skriflegri heimavinnu var skipt út fyrir kennsluhætti vendináms. Engar breytingar voru gerðar á innihaldi kennslunnar sem var samkvæmt námskrá fyrir háskólana. Þrjú viðfangsefni úr lífrænni efnafræði voru kennd með vendinámi, virku námi og með ríkri notkun á upplýsingatækni. Kennurunum í teyminu fannst erfitt að breyta kennsluháttum sínum og taka upp kennslu á netinu. Hæfni þeirra í upplýsingatækni var ábótavant rétt eins og tækniinnviðir í skólunum. Þeir töldu það að nýta vendinám gæfi nemunum tækifæri til að efla færni sína og breyta kennsluháttum. Kennararnir höfðu nokkra þekkingu á sviði upplýsingatækni en það voru ýmsir veikleikar við notkun hennar í kennslu. Kennararnir gáfu einnig til kynna að þeir sem þó höfðu fengið þjálfun í notkun upplýsingatækni, fannst hún ekki nógu skipulögð eða nægjanleg til að geta fléttað notkun hennar í kennslu. Kennaranemarnir töldu að sveigjanleikinn sem felst í vendináminu hefði gert þeim kleift að vera virkari og að taka meiri ábyrgð á eigin námi. Þeim fannst að þeir gætu átt samskipti við kennara sína og unnið með samnemendum í vendináminu. Þeir álitu einnig að vendinámið yki hugtakaskilning þeirra, námsárangur og gagnrýna hugsun. Stuðningurinn sem kennararnir sem leiddu verkefnið veittu hver öðrum dregur fram gildi þess að kennarar styðji hvern annan, þegar þeir eiga við sömu vandamál að stríða eins og gerðist í íhlutuninni. Þegar vendikennslu er beitt er mikilvægt að hafa í huga að þekking, leikni og hæfni kennara í upplýsingatækni geta aukið gæði náms og kennslu. Stöðug starfsþróun gerir háskólakennurum og nemendum kleift að nýta upplýsingatækni í skólastarfinu, til dæmis í lífrænni efnafræði. Við lok rannsóknarinnar var gerð SVOT stefnumótandi greining á lykilþáttum íhlutunarinnar. Greindir voru innri styrkleikar og veikleikar í þeim þáttum sem áhrif höfðu á það hlutverk skólanna að mennta kennara samkvæmt námskrám. Einnig voru tækifæri og áskoranir úr ytra umhverfi varðandi virkt nám dregin fram. Lykilþættir fyrir það að upplýsingatækni sé fléttuð í skólastarfið með árangursríkum hætti eru nægjanleg þekking og færni, nothæfir tækniinnviðir og regluleg notkun upplýsingatækninnar

Teacher Educators Experience Adopting Problem-Based Learning in Science Education

Higher educational institutions have utilized problem-based learning (PBL) approaches over the last two decades. The approach has been found to enable educators to adopt different teaching and learning strategies. This study examined how teacher educators have adopted technology integrated PBL in teacher education. The study aimed to understand teacher educators perceptions of adopting the approach in their classrooms. Interviews were conducted with three teacher educators in Ghana. A thematic analysis was used to analyse the data from the interviews. The teacher educators believed integrating PBL into the curriculum emphasizes students learning roles to support their independent and self-directed learning. They also perceived that the PBL approach enabled them to create collaborative learning activities to interact and communicate with students, which can lead to conceptual knowledge development. The educators also indicated challenges such as a lack of beliefs and competence, inadequate resources, and limited time allocation for school inquiry-based lessons

Effects of different smoking methods on formation of polycyclic aromatic hydrocarbons ( PAHs) and physiochemical quality in smoked Atlantic mackerel products.

The effects of different smoking methods and temperatures on the formation of PAHs in smoked mackerel was studied. The research also aimed at finding out how different smoking methods, storage temperature and packaging materials affect the stability of hot smoked mackerel by analyzing their physicochemical properties. Analysis of water and fat content, free fatty acids (FFA), water activity, total volatile basic nitrogen (TVB-N), pH, thiobarbituric acid reactive substances (TBARS) and peroxide value (PV) were performed. Furthermore, the study indicated a stable total lipid content in the fillets and whole mackerel during storage at chilled temperatures. The formation of free fatty acids (FFA), thiobarbituric acid reactive substances (TBARS) and peroxide value (PV) in the whole was more delayed than in the fillets during storage. Again, vacuum packaging reduce the formation of TVB-N in smoked fillets, in comparison to the air packaging. The study showed that the level of chrysene was 10.75 ± 0.21 μg/kg and < 1 μg/kg in the cabin and Bradley smoked fillets. A significant difference was observed between the cabin smoked fillets and the cabin smoked whole fish (p = 0.0005). Benzo(a)pyrene, which is the main indicator for the presence of PAHs in food was observed to be 2.8 ± 0.14 μg/kg and < 0.5 μg/kg in the cabin and Bradley smoked fillets, respectively whereas in the cabin and Bradley smoked whole it was 1.05 ± 0.07 μg/kg and < 0.5 μg/kg respectively. Furthermore, the sum of the four PAHs (i.e. chrysene, benzo(b)fluoranthene, benzo(a)pyrene, and benzo(a)anthracene), which are the main concerns of the EU regulation, was 25.85 μg/kg and 8.1 μg/kg in the cabin smoked fillets. The results indicate that the cabin smoked fillets contained BaP and PAH4 level that are above the acceptable limit of 2 μg/kg and 12 μg/kg respectively per EU 1327/14 regulation. However, the cabin smoked whole and the Bradley smoked mackerel are safe for human consumption since the levels of BaP and PAH4 falls below the acceptable limit. Again, the study indicated a stable total lipid content in the fillets and whole mackerel during storage at chilled temperatures. The formation of free fatty acids (FFA), thiobarbituric acid reactive substances (TBARS) and peroxide value (PV) in the whole was more delayed than in the fillets during storage. Again, vacuum packaging reduce the formation of TVB-N in smoked fillets, in comparison to the air packaging.University of Iceland Research fund Síldarvinnsla

Boosting Construction Employees’ Performance Through Smart Ergonomic Moves

Musculoskeletal disorders (MSDs) are construction workers’ most prevalent occupational diseases due to awkward body posture, high repetition of work and vibration. The study sought to examine the different types of ergonomic moves that could improve construction workers’ performance. Findings show that majority of the workers were males and their trade groups cut across different trade groups (masonry, carpentry, plumbing, and electricals). There was a scarcity of civil engineers and quantity surveyors in almost all the construction firms. The most influential factors that contributed to musculoskeletal injuries among construction workers were extreme temperature, static posture and exertion of force at work. These factors have contributed to the loss of concentration and absenteeism at work, which have also led to delays in the execution of work. Further findings show that engineering control measures should be employed, and training and education should also be given to workers to prevent MSDs among employees to enable them to work smarter but not harder to improve their performance. Employers should include education and specific task training in the company’s policy for all newly employed personnel. Workers should also be monitored to ensure that they take a recess during the day’s work

Influence of visuospatial models construction and usage on college students’ academic achievement in molecular and hybridization geometries in Ghana

This action research study examines the visual-spatial model’s effects on science students’ performance in molecular and hybridization geometries. Although the diagnostic test revealed both groups showed similar conceptual abilities and challenges, the studies’ outcome showed that the visuospatial model’s approach to teaching the molecular and hybridization geometries enhanced the student’s conceptual understanding.  The visuospatial model representations allow students to learn about the abstract subject matter of disciplines’ scientific knowledge. Therefore, the use of visuospatial models in teaching enhances students' visual imaginations and thoughts about concepts