Zobrazeno 1 - 10
of 10
pro vyhledávání: '"Celestin Ntivuguruzwa"'
Publikováno v:
Cogent Education, Vol 11, Iss 1 (2024)
This research explores the impact of integrating Reflective Pedagogy within Mathematical Knowledge for Teaching (MKT), framed by the TPACK model, on enhancing mathematics proficiency in Rwandan Teacher Training Colleges (TTCs). The study involved 433
Externí odkaz:
https://doaj.org/article/498d361e9f4647fbb8315a695c47ee6e
Publikováno v:
Cogent Education, Vol 11, Iss 1 (2024)
This dataset was collected for the fulfillment of the first author’s PhD studies. It was collected in two phases. Preliminary data investigated the status of tutors’ mathematical knowledge for teaching. A lesson planning intervention framed withi
Externí odkaz:
https://doaj.org/article/b30056c948a347898a8eaf3b118fe2c5
Publikováno v:
Cogent Education, Vol 11, Iss 1 (2024)
The subject of physics can sometimes seem esoteric and challenging to engineering students. It would be beneficial to create a more conducive learning environment for them by combining words, mathematical equations, graphs, and diagrams to increase t
Externí odkaz:
https://doaj.org/article/096dbe462f494e128d42e43b21c2e2ab
Publikováno v:
Cogent Education, Vol 11, Iss 1 (2024)
This study investigates the effects of smart classrooms, comprehensive assessment management information systems, and remediation teaching techniques on teachers ‘and student’s conceptual understanding of physics. The participants included 67 stu
Externí odkaz:
https://doaj.org/article/026fdcec96d9442f82d2dea1b699be92
Publikováno v:
Frontiers in Education, Vol 8 (2023)
IntroductionTeachers’ knowledge and positive attitudes significantly impact educational settings. This study aimed to assess teachers’ mathematical knowledge for teaching (MKT) and their pedagogical content knowledge (PCK) attitudes.MethodologyIt
Externí odkaz:
https://doaj.org/article/c3c9dbbb75d34ab99bc8eee22c969d73
Publikováno v:
F1000Research, Vol 11 (2023)
Background: A study to reveal existing pedagogical content knowledge or technological pedagogical content knowledge frameworks and their effectiveness in teaching mathematics is crucial to inform the reader, teacher, and researcher. This review study
Externí odkaz:
https://doaj.org/article/81edde5bb7684f018996ac6e8486283a
Publikováno v:
European Journal of Educational Research. 12:673-693
This paper discusses the development and validation of a concept inventory for interpreting kinematics graphs in the Tanzanian context. The study involved 61 participants comprising physics pre-service teachers, secondary school teachers, diploma col
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::86363694354830f68d68a14be8d9902a
https://doi.org/10.12973/eu-jer.12.2.673
https://doi.org/10.12973/eu-jer.12.2.673
Publikováno v:
African Journal of Research in Mathematics, Science and Technology Education. 27:36-46
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b6a2f4e032a3e3ce13d636c54c4280f8
https://doi.org/10.1080/18117295.2023.2183607
https://doi.org/10.1080/18117295.2023.2183607
Autor:
Jean Nepomuscene Twahirwa, Celestin Ntivuguruzwa, Etienne T Wizeyimana, Jeannette Nyirahagenimana
Publikováno v:
East African Journal of Education and Social Sciences; Vol. 3 No. 3 (2022); 29-38
This study sought to establish teachers’ reflections on the role of inquiry-based learning in science education. The study was quantitative in nature and used the descriptive research design. Data was gathered through a questionnaire containing clo
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::314bddb245cb01f040ed386d003c3e76
https://doi.org/10.4314/eajess.v3i3.176
https://doi.org/10.4314/eajess.v3i3.176
Publikováno v:
F1000Research. 11:1029
Background: A study to reveal existing pedagogical or technological pedagogical content knowledge frameworks is crucial to inform and their effectiveness in teaching mathematics. This review study intended to explore the trends of the pedagogical con
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::327987c32531fd182ffcf0341dd836b5
https://doi.org/10.12688/f1000research.125073.1
https://doi.org/10.12688/f1000research.125073.1