Introduction of inquiry-based science teaching in Rwandan lower secondary schools : teachers’ attitudes and perceptions

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Research type: Research Paper

Introduction of inquiry-based science teaching in Rwandan lower secondary schools : teachers’ attitudes and perceptions

This study describes, discusses and analyses the Rwandan lower secondary school teachers’ responses to the introduction of inquiry as a teaching approach in the science curriculum as one of the changes that the curriculum in Rwanda has undergone through in the aftermath of the 1994 genocide. The study investigates the science teachers’ understanding of inquiry-based science teaching, their attitudes towards the introduction of inquiry into the science curriculum, the activities they are engaged in with regard to inquiry-based science teaching and learning, the factors influencing their current teaching practices and their perceptions about what may be done for a better implementation of inquiry-based science teaching.

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  • Author
    Mugabo Rugema Leon
  • Year of publication
    December 2012
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