Zobrazeno 1 - 7
of 7
pro vyhledávání: '"Philothère Ntawiha"'
Publikováno v:
Heliyon, Vol 8, Iss 9, Pp e10509- (2022)
This study intended to explore the contribution of Task-Based Learning (TBL) to raising students' attitudes toward learning chemistry. The study employed a quasi-experimental research design with 369 secondary school grade-2 students in Rwanda. The s
Externí odkaz:
https://doaj.org/article/d0667764f53b40a8b087c4b876ac7207
Publikováno v:
Inkanyiso, Vol 12, Iss 2 (2020)
Different reports by the Ministry of Education in Rwanda have confirmed a decrease in student enrolments in Rwandan private universities since 2014, such that there is a need for effective strategies to address this issue. This study was undertaken t
Externí odkaz:
https://doaj.org/article/24461930f9e44875b5f5067cb43ceed5
Publikováno v:
Journal of Baltic Science Education. 21:140-155
This study intended to measure the effect of Task-Based Learning (TBL) on lower secondary school students’ understanding of chemical reactions. The study employed a quasi-experimental pre and post-test research design with eight intact classes of 3
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8166b0d971ae0eb83a068fddd9e72b41
https://doi.org/10.33225/jbse/22.21.140
https://doi.org/10.33225/jbse/22.21.140
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:
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