Zobrazeno 1 - 10
of 198
pro vyhledávání: '"Umesh Ramnarain"'
Publikováno v:
Smart Learning Environments, Vol 10, Iss 1, Pp 1-18 (2023)
Abstract Education, technology, and economic growth are not only linked but synchronised to achieve holistic global development. An instance is the adoption of online platforms for learning and promoting economic activities during the COVID-19 pandem
Externí odkaz:
https://doaj.org/article/b032a28344d84e6da6ab394a58268cfc
Publikováno v:
Frontiers in Education, Vol 8 (2023)
Evidence suggests that learners actively construct knowledge and improve digital literacy when Information Communication and Technologies (ICTs) are used effectively. However, ICTs have not been exploited adequately in a science classroom. Early rese
Externí odkaz:
https://doaj.org/article/579d57cf842f486a86fec2e93ad35492
Autor:
Sumayya Moosa, Umesh Ramnarain
Publikováno v:
Frontiers in Education, Vol 8 (2023)
The purpose of this research study was to investigate and determine the impact of teacher’s attitudes and beliefs on their behavioral intentions to integrate ICT into their science lessons and to establish the impact of a professional development p
Externí odkaz:
https://doaj.org/article/e4c8c41707e94620b494e54ecc822415
Publikováno v:
South African Journal of Education, Vol 42, Iss 1, Pp 1-9 (2022)
The research reported here examined the outcome of using interactive simulation technology (IST) as a guided-inquiry approach to enhance learners’ conceptual knowledge of electrostatics in physics. Participants were Grade 11 physical sciences learn
Externí odkaz:
https://doaj.org/article/f56e7e36c0504b36b7fb545d7390e5da
Autor:
Gloria Makamu, Umesh Ramnarain
Publikováno v:
Education Sciences, Vol 12, Iss 12, p 864 (2022)
The aim of this study was to investigate the pedagogical actions of Physical Sciences teachers when enacting simulations in 5E inquiry-based science teaching for current electricity. Three grade 10 teachers from three high schools who were teaching a
Externí odkaz:
https://doaj.org/article/7781d8726ece45c7abf204b465207712
Publikováno v:
International Journal of Science Education. 44:2745-2762
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1598c99a29b9dadfb17232e77b0b7525
https://doi.org/10.1080/09500693.2022.2150986
https://doi.org/10.1080/09500693.2022.2150986
Autor:
Umesh Ramnarain, Manzini Hlatswayo
Publikováno v:
South African Journal of Education, Vol 38, Iss 1, Pp 1-10 (2018)
Despite growing consensus regarding the value of inquiry-based teaching and learning, the implementation of such a pedagogical practice continues to be a challenge for many South African teachers, especially at rural schools. The research reported in
Externí odkaz:
https://doaj.org/article/780648e4728b480dad6009a78240af07
Publikováno v:
School Science and Mathematics. 122:390-401
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b6361bf234c8747604c5c8ca58fec70b
https://doi.org/10.1111/ssm.12556
https://doi.org/10.1111/ssm.12556
Publikováno v:
African Journal of Research in Mathematics, Science and Technology Education. 26:181-191
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8658c0e412d11af1b0a01cbe83fa0f8f
https://doi.org/10.1080/18117295.2022.2133739
https://doi.org/10.1080/18117295.2022.2133739
Autor:
Mafor Penn, Umesh Ramnarain
Publikováno v:
Perspectives in Education, Vol 37, Iss 2 (2019)
Laboratory experimentation in the context of school science is a widely advocated teaching strategy for the simplification of several abstract scientific concepts. Laboratory-based learning activities have proven to enhance learners’ conceptual and
Externí odkaz:
https://doaj.org/article/f601580b9d7142dfa16b941e985e07e8