Deconstructing the mole: a sociological narrative study that explores the mole concept experiences of science students and lecturers, in the context of social justice

Egbe-Agbor, Charles (2021) Deconstructing the mole: a sociological narrative study that explores the mole concept experiences of science students and lecturers, in the context of social justice. Other thesis, London Metropolitan University.

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Abstract / Description

The mole concept like mathematics has both an abstract and a concrete element, butunfortunately the abstract element pre-dominates the teaching and learning, whichposes difficulties to both learners and instructors. These difficulties disproportionatelyaffect learners from low socio-economic backgrounds. The aim of this study is toinvestigate the mole concept from a sociological standpoint, by exploring the teachingand learning experiences of science students and lecturers, in the context of socialjustice. The study views the mole as a socially constructed science currency, and thusinvolved the deconstruction of all its aspects, in order to uncover inequalities embeddedwithin its instruction methods including assessment.Twenty-five science students and three lecturers from London Metropolitan Universityresponded to the questionnaire, which was also used as a recruitment tool. Ninestudents (5 in a focus group & 4 in a one-to-one) and three lecturers took part in narrativeinterviews designed to capture their experiences. The students ranged fromfoundation/access course, BSc to PhD, in subjects such as chemistry, biomedical,forensics, sports therapy, biology, human nutrition, cancer immunotherapy &pharmaceutical sciences. The three lecturers were all academic doctors with varyingmole concept lecturing experiences, including post-doctoral work at Manchester, Oxford,and Open Universities respectively. Narrative interviews transcriptswere analysedthrough Bourdieuran prism, using an experienced based thematic approach. Fourthemes were identified: First degree socialisation (primary habitus), Second degreesocialisation (secondary habitus), Field operators (actors’ input) & Mole conceptual andprocedural experiences.The findings indicate that, students from lower-class background find the difficulties poseby the mole concept, much more challenging than the higher-class students. The higher-class learners are better equipped to deal with mole related difficulties because of theirsuperior social context, which also includes the fact that, they had experienced the molefar earlier in their academic carriers, than lower-class students.This study recommendsthe conceptual teaching and learning of the mole in schools (primary, KS2 or 2nd grade),in tandem with the teaching of the other SI units of measurement (Meter (m) for length,kilogram (kg) for mass, second (s) for time). This will increase mole prior knowledge ofall the learners, which is crucial for a broad and balanced science curriculum.

Item Type:	Thesis (Other)
Uncontrolled Keywords:	mole concept; science education; teaching and learning; social background; social justice
Subjects:	300 Social sciences 300 Social sciences > 370 Education
Department:	School of Social Sciences and Professions
Depositing User:	Chiara Repetto
Date Deposited:	09 Mar 2023 15:27
Last Modified:	09 Mar 2023 15:27
URI:	https://repository.londonmet.ac.uk/id/eprint/8393

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