Zobrazeno 1 - 10
of 106
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
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
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
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
Autor:
Justin Dunn, Umesh Ramnarain
Publikováno v:
Education Sciences, Vol 10, Iss 10, p 280 (2020)
This study investigated the effect of interactive computer simulation-supported inquiry on South African grade 8 learners’ comprehension of atoms and molecular structures. Two sample groups of 34 learners per sample group were used, one acting as a
Externí odkaz:
https://doaj.org/article/797baf2959ae433b9ea6f5d5626eb567
Autor:
Umesh Ramnarain, Keshni Padayachee
Publikováno v:
South African Journal of Education, Vol 35, Iss 1, Pp 01-08 (2015)
This study reports on the analysis of South African Life Sciences and Biology textbooks for the inclusion of the nature of science using a conceptual framework developed by Chiappetta, Fillman and Sethna (1991). In particular, we investigated the dif
Externí odkaz:
https://doaj.org/article/fb1451fea65b4d8b873de8132aaf9a0f
Autor:
Umesh Ramnarain, David Fortus
Publikováno v:
South African Journal of Education, Vol 33, Iss 1, Pp 1-15 (2013)
This paper reports on South African teachers' perceptions of the educational value of new topics in a revised physical sciences high school curriculum, their content knowledge competency of these topics, and their pedagogical content knowledge in tea
Externí odkaz:
https://doaj.org/article/d43be757fecb4518b1765324834fd99c
Autor:
Umesh Ramnarain
Publikováno v:
South African Journal of Education, Vol 31, Iss 1, Pp 91-101 (2011)
I examine how teachers employ a questioning strategy in supporting Grade 9 learners doing science investigations in South African schools. A particular focus of this study was how teachers use questioning in contributing towards the autonomy of these
Externí odkaz:
https://doaj.org/article/058735324e7846f2bd0637b22df63c91