Computer simulations and animations in the teaching and learning of chemical kinetics, equilibrium, and energetics: Assessing teachers’ pedagogical skills in Tanzania secondary schools

Beichumila, Flavia; Bahati, Bernard; Kafanabo, Eugenia

doi:10.29333/ejmste/12498

Cited by 3 publications

(3 citation statements)

References 42 publications

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“…It is also a tool for enhancing inclusiveness and equity in teaching and learning of science [18]. To harness the benefits of ICT application in science teaching and learning, studies suggest formulation of pertinent policies, allocation of funds for procurement of ICT equipment and support of teachers' professional development for the acquisition of ICT pedagogical integration skills [2,7]. Nevertheless, the integration of ICT in science teaching and learning faces institutional challenges related to infrastructural development and limited capacity building among teachers and personal challenges associated with limited ICT pedagogical integration skills among teachers [16,24].…”

Section: The Current State Of Science Education In Tanzania and The N...mentioning

confidence: 99%

“…Also, a good number of science teachers (25) believed that limited ICT training opportunities were denying them the chance to update their skills in ICT use for science teaching and learning. On the other hand, few science teachers (7) considered that the limited accessibility of digital content for science teaching and learning was limiting their abilities to integrate ICTs for science teaching.…”

Section: Context-relevant Challenges On Ict Integration In Teaching A...mentioning

confidence: 99%

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Context-relevant strategies for ICT integration in teaching and learning science subjects in Tanzania secondary schools

Ngodu,

Ndibalema,

William

2024

Educ. Technol. Q.

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Information and Communication Technology (ICT) can improve science teaching and learning. However, understanding the contexts in which ICT is intended to be integrated for its effectiveness is limited. Therefore, the current study explored context-relevant strategies and challenges for ICT integration in the teaching and learning science subjects in secondary schools in Tanzania. Exploratory sequential design under mixed methods guided the study's conduct. 52 participants (45 science teachers, six heads of schools and one municipal education officer) were purposefully and conveniently involved. Data were collected in two phases: 1st phase was qualitative data through in-depth interviews, 2nd phase was quantitative data through a questionnaire. Thematic analysis guided qualitative data analysis where MS Excel in the form of pivotal charts were used to present the frequency of the responses. SPSS version 27 guided the quantitative data analysis, presenting the output descriptively. Participants presented various context-relevant strategies, including capacity building for teachers, building and equipping computer labs with ICT facilities, maintaining and repairing defective computers, deploying educational technology experts, and making ICT compulsory at all levels of education. On the other hand, participants identified a lack of ICT facilities, limited ICT training opportunities, and digital content as context-relevant challenges for ICT integration in science teaching and learning. The study recommends rigorous pre-service and in-service teacher training programmes on ICT pedagogical integration for science teaching and learning based on these findings. Again, we recommend the improvement of ICT infrastructure in schools to enhance the availability, access, and use of science teaching and learning. The study concludes that if sufficient infrastructures are available and science teachers are equipped with ICT knowledge, teaching and learning of science subjects will be effective.

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Section: The Current State Of Science Education In Tanzania and The N...mentioning

confidence: 99%

Section: Context-relevant Challenges On Ict Integration In Teaching A...mentioning

confidence: 99%

Context-relevant strategies for ICT integration in teaching and learning science subjects in Tanzania secondary schools

Ngodu,

Ndibalema,

William

2024

Educ. Technol. Q.

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“…Sahin (2006) and Rutten et al (2012) explain that student engagement with computer simulations depends to a large extent on how teachers can support students to do so. Beichumila et al (2022) recommend that appropriate pedagogical strategies to integrate computer simulations in teaching and learning chemistry should be developed. The present study is therefore an attempt towards this development.…”

Section: Introductionmentioning

confidence: 99%

Supporting Student Active Engagement in Chemistry Learning with Computer Simulations

Mukama,

Byukusenge

2023

JL4D

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This case study is an attempt to investigate how computer simulations can contribute to engaging students’ active participation in knowledge creation through chemistry learning. Empirical data were collected through interviews, a survey, and a test on secondary school student performance in Rwanda. The findings reveal four main forms of participating in knowledge construction with computer simulations: self-reliance, peer collaboration-reliance, teacher-guided-reliance, and strategic variation-reliance. The study found no statistical difference between male and female students’ preferences while engaging with these forms. There was also no difference in their performance in terms of higher order thinking skills in chemistry learning with computer simulations. Moreover, the findings demonstrated that computer simulations can help students to create multisensory connections enabling them to become actively engaged in chemistry learning through various settings. Consequently, the lines between abstract concepts and their related chemical reactions and processes become closely connected in a virtual reality. Finally, this study suggests a pedagogical strategy that teachers can undertake to support student active engagement in chemistry learning with computer simulations.

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Understanding stakeholders' perception on integrating ICT in teaching and learning science subjects: Experiences from Tanzanian secondary schools

Ngodu,

Ndibalema,

William

2024

Educ. Technol. Q.

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This study investigated stakeholders’ perceptions of the integration of ICT in teaching and learning science subjects in secondary schools. A cross-sectional survey design, using a mixed approach, guided the study. Survey questionnaires and interviews were used for data collection. A total of 221 respondents, including students, teachers, heads of schools and district education officers, were sampled. The SPSS version 24 was used for quantitative data analysis. The qualitative data from the interviews were subjected to thematic analysis. Results indicate that stakeholders had positive perceptions of the benefits of integrating ICT in teaching science subjects. However, their positive perception was hampered by the accessibility of ICT materials, insufficient pedagogical knowledge and limited support from school management. Therefore, it affects the integration of ICT in teaching and learning science subjects. The study recommends government and management support to ensure sufficient ICT materials. Further, teachers should be equipped with sufficient pedagogical knowledge for ICT integration in teaching and learning science subjects.

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Computer simulations and animations in the teaching and learning of chemical kinetics, equilibrium, and energetics: Assessing teachers’ pedagogical skills in Tanzania secondary schools

Cited by 3 publications

References 42 publications

Context-relevant strategies for ICT integration in teaching and learning science subjects in Tanzania secondary schools

Context-relevant strategies for ICT integration in teaching and learning science subjects in Tanzania secondary schools

Supporting Student Active Engagement in Chemistry Learning with Computer Simulations

Understanding stakeholders' perception on integrating ICT in teaching and learning science subjects: Experiences from Tanzanian secondary schools

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