Zobrazeno 1 - 8
of 8
pro vyhledávání: '"Mark I. O. Okere"'
Autor:
Mark I. O. Okere, Grace C. W. Ndeke
Publikováno v:
Volume: 1, Issue: 4 353-366
European Journal of Educational Research
European Journal of Educational Research, Vol 1, Iss 4, Pp 353-366 (2012)
European Journal of Educational Research
European Journal of Educational Research, Vol 1, Iss 4, Pp 353-366 (2012)
The purpose of this study was to investigate the influence of gender and knowledge on scientific creativity among form three biology students (third year in secondary school cycle) in Nakuru district in Kenya. The cross- sectional survey research was
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::5573da94056e62e55acd44bb2a37bd33
https://doi.org/10.12973/eu-jer.1.4.353
https://doi.org/10.12973/eu-jer.1.4.353
Publikováno v:
Volume: 1, Issue: 2 143-154
European Journal of Educational Research
European Journal of Educational Research, Vol 1, Iss 2, Pp 143-154 (2012)
European Journal of Educational Research
European Journal of Educational Research, Vol 1, Iss 2, Pp 143-154 (2012)
Emerging evidence indicates that culture influences pupils learning of science. However, the influence of culture on science learning is usually not considered when developing science curricular for both primary and secondary schools. This study inve
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::77de87da4c17d1ef5febf9306cd9c8a1
https://doi.org/10.12973/eu-jer.1.2.143
https://doi.org/10.12973/eu-jer.1.2.143
Publikováno v:
Journal of Educational and Social Research.
Science process skills are central to the acquisition of scientific knowledge which is useful in solving problems in society. In Kenya, students’ achievement in chemistry in the Kenya Certificate of Secondary Education (KCSE) is generally low. The
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c9a2ab821bea8e0a1e7167198c40ff39
https://doi.org/10.5901/jesr.2014.v4n6p359
https://doi.org/10.5901/jesr.2014.v4n6p359
Publikováno v:
International Education Studies. 6
This study investigated the extent to which primary and secondary school pupils believe in cultural interpretations of the biological concepts of conception, birth of twins and sex determination and the influence of education level and gender. Cross-
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f8541afe6d46214e155548952e21f40a
https://doi.org/10.5539/ies.v6n5p11
https://doi.org/10.5539/ies.v6n5p11
Publikováno v:
Journal of Education and Learning. 5:31
The purpose of this study was to investigate secondary school biology teachers’ perceptions of scientific creativity. Cross-sectional survey research design was employed. The population of the study comprised all biology teachers in public secondar
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::57f4f69ea48351287a68fee4df06f78f
https://doi.org/10.5539/jel.v5n1p31
https://doi.org/10.5539/jel.v5n1p31
Publikováno v:
Journal of Technology and Education in Nigeria; Vol 9, No 2 (2004); 8-13
This study investigated the relationship between pupils' mastery of the English language and their achievement in Science. The study sample included 196 standard eight pupils from eight rural primary schools in Kenya. Data was collected using an Engl
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::ed579e60cf9a153900aa4f7eb70f8b5c
https://doi.org/10.4314/joten.v9i2.35664
https://doi.org/10.4314/joten.v9i2.35664
Publikováno v:
Journal of Technology and Education in Nigeria; Vol 9, No 1 (2004); 1-10
Kenyan pupils come from varied cultural backgrounds that are likely to influence their acquisition of science concepts and skills. This study compared the achievement of pupils from four cultural groups on a science skills test and a science achievem
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::366d639e10d7ae37337170149379650a
https://doi.org/10.4314/joten.v9i1.35653
https://doi.org/10.4314/joten.v9i1.35653
Publikováno v:
Journal of Technology and Education in Nigeria; Vol 9, No 1 (2004); 19-32
Within the constructivist framework, a science teacher is expected to be an active facilitator who orchestrates and supports interaction with learners with the aim of stimulating learning. The quality of teacher – pupil interaction would, therefore
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::9139e61aa50d765ded735d9a7c6a222d
https://doi.org/10.4314/joten.v9i1.35655
https://doi.org/10.4314/joten.v9i1.35655