Professor Hanson, Ruby
Yaayin, B., Oppong, E. K. & Hanson, R. (2022). Enhancing pre-service teachers' understanding and attitudes towards naming. and reactions of organic compounds using jigsaw approach. European Journal of Open Education and E-learning Studies, 7(2), 105-123. https://oapub.org/edu/index.php/ejoe/article/view/
Hanson, R. (2022). Adopting sustainable micro chemistry activities for conceptual and financial benefits. African Journal of Chemical Education, 12(1), 35-70. http://www.faschem.org
Sakyi-Hagan, N. & Hanson, R. (2022). Gender differences in performance in integrated science among pre-service science teachers: A case of a university in Ghana. East African Journal of Education and Social Sciences, 3(6), 1-7. DOI: https://doi.org/10.46606/eajess2022v03i06....
Adjei, F., Hanson, R., Sam, A., & Sedegah, S. (2022). The use of collaborative approaches on students' performances in redox reactions. Science Education International, 33(2), 163-170. DOI: https://doi.org/10.33828/sei.v33.i2.4
Quayson, C., Kwarteng, T. A., Koranteng, E., & Hanson, R. (2022). Chemistry teacher trainees' use of molecular models in learning about spiro and bicycliccompounds. Science Education International, 33(3), 291-295. DOI: https://doi.org/10.33828/sei.v33.i3.4
Hanson, R. (2022). Integrating the Natural and Social Sciences in a Ghanaian University: An Idea for Curriculum Orientation. International Journal for Infonomics, 15(1), 2082-2087. DOI: https://doi.10.20533/iji.1742.4712.2022.0217
Hanson, R. & Hanson, C. (2022). Catching learners early in humanitarianism and sustainable principles through chemistry. In Y. Koumpouros, A. Georgoulas, & G. Kremmyda Modern challenges and approaches to humanitarian engineering. IGI Global, UK. DOI: https://doi.10.4018/978-1-7998-9190-1.ch012.
Hanson, R. (2021, September 1-4). Managing humanitarian challenges through micro science activities [Paper presentation]. International Network of Women in Engineering and Sciences18th ICWES International Conference, Warwick University, Coventry
Hanson, R. (2021). Employing micro science equipment to promote chemistry education through constructivist hands- and minds-on activities. Interchange, 52(4), 521 - 544. DOI: https://link.springer.com/article/10.1007/...
Yaayin, B., Oppong, E. K. & Hanson, R. (2021). Efficacy of jigsaw model in improving pre-service teachers’ performance in selected functional group organic compounds. Science Education International, 32(3), 191 - 196. DOI: https:doi.org/10.33828/seiv32.13.2
Nartey, E. & Hanson, R. (2021). The Differential Perceptions of Selected Ghanaian Senior High School (SHS) Students and Teachers about Organic Chemistry. African Journal of Chemical Education, 11(2), 110 - 128. https://www.faschem.org
Sakyi Hagan, N. & Hanson, R. (2021 (September 1-3)). Gender differences in performance in integrated science among preservice secondary school teachers in Ghana [Paper presentation]. 18th Conference of Women Engineers and Scientists, Warwick, Coventry
Nartey, E. & Hanson, R. (2021). The perceptions of senior high school students and teachers about organic chemistry: A Ghanaian perspective. Science Education International, 32(4), 331-342. DOI: https://doi.org/10.33828/sei.v32.14.8
Agbeko, D. T., Hanson, R. & Kumabia, F. K. R. (2021). Exploring colleges of education science tutors' views on differentiated instruction: A case study in the Volta Region of Ghana. Indiana Journal of Arts & Literature, 2(7), 30-44. https://indianapublications.com/journal/IJAL
Kwarteng, T. A., Hanson, R., Nartey, E., Sam, A. & Quayson, C. (2021). Teacher trainees' alternative conceptions about intermolecular forces. International Journal of Innovative Science and Research Technology, 6(12), 18-23. http://www.ijisrt.com