Assessment of Rwandan Physics Students' Active Learning Environments: Classroom Observations

Autor/inn/en	Ndihokubwayo, Kizito; Uwamahoro, Jean; Ndayambaje, Irénée
Titel	Assessment of Rwandan Physics Students' Active Learning Environments: Classroom Observations
Quelle	In: Physics Education, 57 (2022) 4, Artikel 045027 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ndihokubwayo, Kizito) ORCID (Uwamahoro, Jean) ORCID (Ndayambaje, Irénée)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-9120
Schlagwörter	Science Instruction; Physics; Student Motivation; Learner Engagement; Active Learning; Science Teachers; Teaching Methods; College Faculty; Undergraduate Students; Foreign Countries; Optics; Time; Student Participation; Teacher Role; Peer Influence; Rwanda + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Physik; Schulische Motivation; Aktives Lernen; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Fakultät; Ausland; Optik; Zeit; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrerrolle; Ruanda
Abstract	Science teaching in general and physics teaching in particular often fail to meet the challenges of motivating and engaging learners. Consequently, students do not adequately understand concepts, leading to the poor acquisition of expected practical skills. In response to this need, we conducted a study to document physics teachers' instructional practices and students' learning environments in Rwandan secondary schools. We used the Classroom Observation Protocol for Undergraduate STEM to collect data. For three months, we observed 34 geometric optics lessons for nine Senior-4 Physics teachers and 28 physical optics lessons for seven senior-5 Physics teachers. The results indicate that learner-learner active engagement during group work takes 19% of a 2 min time interval. In comparison, learner-teacher active engagement during teacher guide and questioning take 36.8% and 46.5% of a 2 min time interval, respectively. How teachers and students spend time on each classroom activity was analysed, and recommendations for student engagement were also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01