scholarly journals Investigation of Most Commonly Used Instructional Methods in Teaching Chemistry: Rwandan Lower Secondary Schools

2021 ◽  
Vol 20 (7) ◽  
pp. 241-261
Author(s):  
Jeannette Musengimana ◽  
Edwige Kampire ◽  
Philothère Ntawiha
Keyword(s):  
Secondary Schools ◽  
Teaching Methods ◽  
Instructional Methods ◽  
Chemistry Teaching ◽  
Secondary Chemistry ◽  
Teaching Chemistry ◽  
Educational Stakeholders ◽  
Significant Difference ◽  
Methods And Techniques ◽  
Lower Secondary Schools

Improved teaching methods facilitate the ease of acquisition of knowledge and lead to better achievement. The present study investigates the instructional methods most commonly used in teaching chemistry in lower secondary schools in Rwanda. SPSS 23.0 was used to analyze data from a survey conducted on 51 lower secondary chemistry teachers. The survey has satisfactory and acceptable reliability (Cronbach alpha=0.913 for 57 items on average). The results revealed that teachers prefer active learning methods though they still use traditional teaching methods. Comparison of teachers’ responses in terms of experience showed no statistically significant difference with p= 0.064. The study also found that some teachers have misconceptions in differentiating instructional approaches, methods, and techniques or strategies. Therefore, it is recommended that educational stakeholders should plan pieces of training to teachers about different instructional methods and techniques to use in chemistry teaching for effective learning outcomes.

CURRENT SITUATION OF MANAGEMENT AND USE OF TEACHING EQUIPMENT UNDER ORIENTATIONS FOR DEVELOPING STUDENT CAPACITY IN LOWER SECONDARY SCHOOLS IN DIEN BIEN DISTRICT, DIEN BIEN PROVINCE IN THE PRESENT PERIOD

2019 ◽  
Vol 8 (4) ◽  
Author(s):  
Pham Van Phuc ◽  
Ngo Quang Son
Keyword(s):  
Secondary Schools ◽  
Teaching Methods ◽  
Time Management ◽  
Current Trend ◽  
Equipment Management ◽  
Full Time ◽  
Special Cases ◽  
Effective Use ◽  
Lower Secondary Schools

Last time, management of equipment, maintenance and use of teaching equipment in lower secondary schools in Dien Bien district, Dien Bien province has been paid more attention, making important contributions to keeping sustainably, improve the quality of education in the district. Every year the lower secondary schools have been given funding and have plans to equip additional teaching equipment. Most lower secondary schools have full-time staff in charge of teaching equipment; with equipment storage rooms, cabinets are gradually added; laboratories and classrooms have been built more and more; have a system of records of teaching equipment management established; The work of inventorying and purifying teaching equipment periodically was also concerned. The movement of innovating teaching methods has made education managers and teachers more interested in using teaching equipment effectively. The positive management measures have caused many teachers to use teaching equipment as an integral part of the lesson, helping the quality of the lessons be increasingly improved to meet the requirements of changes. New teaching methods. Education administrators, teachers, teaching equipment staff are becoming more and more serious in teaching device management. However, the reality of teaching equipment management still reveals many limitations: The management of teaching equipment in schools is still administrative and ineffective. The equipment has no overall and detailed plans; The procurement of teaching equipment is not guaranteed in terms of quantity, lack of uniformity (some are redundant, some are lacking), quality is limited (durability, accuracy is not guaranteed, some new ones are not used); preservation still has many shortcomings; lack of specialized staff; lack of storage space or insufficient storage; lack of cabinets, prices, laboratories, subject classrooms; specially managing the use of teaching equipment is not tight; Many places teachers have not paid attention to use, ineffective use. The situation of “teaching vegetarianism” is still common, teaching equipment used is still movement, mostly used only in special cases such as competitions for good teachers, lectures or when there is a delegation check; There are many cases of information technology abuse in teaching. The effective use of teaching equipment oriented student capacity development is not much. The management of the use of teaching equipment oriented to develop student competencies in the current trend of Industry Revolution 4.0 is a matter of great concern to educational managers.Thus, the task of surveying the situation of managing the effective use of teaching equipment, finding subjective and objective reasons in order to propose measures to effectively manage the use of teaching equipment in the direction of developing students’ practical capacities and contributing to improving the quality of teaching in secondary schools in Dien Bien district, Dien Bien province is a very important and necessary task today.

How to measure elementary teachers' interest in teaching chemistry?

2015 ◽  
Vol 16 (2) ◽  
pp. 408-416 ◽  
Author(s):  
Jaana Kristiina Herranen ◽  
Veli-Matti Vesterinen ◽  
Maija Katariina Aksela
Keyword(s):  
Factor Analysis ◽  
Elementary Teachers ◽  
Teaching Methods ◽  
Questionnaire Data ◽  
Chemistry Teaching ◽  
Teaching Chemistry ◽  
Cognitive Components ◽  
The Face ◽  
Creative Problem ◽  
Pre Service Teacher

The aim of this study was to create an instrument to measure elementary teachers' interest in teaching chemistry. The interest in chemistry teaching instrument (ICTI) was created to measure both the affective and cognitive components of interest. After establishing the face and content validity of the instrument, the internal consistency of the instrument was verified by calculating Cronbach's alpha for the items. This was done using questionnaire data collected from 149 Finnish elementary teachers teaching chemistry in integrated chemistry and physics lessons. Exploratory factor analysis (EFA) was used to identify the underlying dimensions of interest. Based on the results of the factor analysis, elementary teachers' interest in chemistry teaching had two components: personal and value-related. The usefulness of the ICTI instrument was tested by conducting a correlation analysis of the measured level of interest and the reported use of teaching methods. As expected, the results indicated a positive correlation between the elementary teachers' interest measured with ICTI and the use of for example inquiry-related methods: creative problem solving and laboratory work. The ICTI may be used, for example, to evaluate and develop in-service and pre-service teacher training.

scholarly journals HISTORICAL PATH OF TEACHING CHEMISTRY: FROM THE BEGINNINGS TO THE ESTUARY

2019 ◽  
Vol 25 (1) ◽  
pp. 111-133
Author(s):  
Sergei V. Teleshov ◽  
Yevgeniy Arshanskiy ◽  
Еlena V. Теlеshоva ◽  
Таtyana А. Мirugina
Keyword(s):  
Teaching Methods ◽  
18Th Century ◽  
Chemistry Teaching ◽  
Teaching Chemistry ◽  
Common Heritage ◽  
Teaching History ◽  
European Universities ◽  
History Of ◽  
General Scientific

At the very end of the 18th century, the first textbooks on chemistry appear in Russia. Al-most all authors of the first textbooks received their education in European universities. The au-thors of these textbooks were at the same time the first professors who read a course in chemistry. The article traces the emergence of chemistry teaching methods from the very beginning. One of the sources is the textbook prefaces. The prefaces to the first textbooks are considered and recom-mendations for teaching chemistry are found in them. The technique is the general scientific prop-erty of all teachers. Attention is drawn to the importance of learning the history of teaching meth-ods for teachers. The experience of predecessors is our common heritage. Keywords: chemistry teaching, history of teaching, Russia

scholarly journals model of CLIL teacher training and retraining center in the content of multilingual education

2021 ◽  
Vol 7 (Extra-D) ◽  
pp. 528-536
Author(s):  
Tanat Ayapova ◽  
Guldana Seidaliyeva ◽  
Dana Shayakhmetova ◽  
Bakhitgul Bukabaeva ◽  
Zada Kemelbekova
Keyword(s):  
Teacher Training ◽  
Secondary Schools ◽  
Foreign Language ◽  
Teaching Methods ◽  
School System ◽  
Teaching Staff ◽  
Integrated Learning ◽  
Teaching Materials ◽  
Multilingual Education ◽  
Methods And Techniques

This article is devoted to CLIL model (Content and Language Integrated Learning) in Kazakhstani school system and experience of training as well as retraining center in the content of multilingual education. The purpose of the article is to discuss the experience of CLIL teachers in the implementation of CLIL approach via teaching methods and techniques. At present, secondary schools have a number of problems in implementing content and language integrated learning (CLIL) such as the level of proficiency in a foreign language among subject teachers and lack of methodological competence. In conclusion, teaching staff face a few problems that require finding effective ways to prepare and design teaching materials for the CLIL class.

scholarly journals Application interactive methods and technologies of teaching chemistry

2019 ◽  
Vol 1 (2) ◽  
Author(s):  
Timur Sadykov ◽  
Hana Čtrnáctová
Keyword(s):  
Secondary Schools ◽  
Subject Matter ◽  
Personal Development ◽  
Chemistry Education ◽  
Interactive Methods ◽  
Chemistry Teaching ◽  
Interactive Teaching ◽  
The Subject ◽  
Definition Of ◽  
Lower Secondary Schools

AbstractCurrently, chemistry education solves problems related to the definition of new values in order to improve the quality of education, personal development of the pupils, and problems of the teaching strategies that will stimulate the interest and commitment of the students for the natural sciences. The emphasis is on interactive teaching, using the subject matter in practice with ICT. Therefore, our goal is to create and verify an interactive chemistry course for lower secondary schools based on the characteristics of interactive, ICT-connected education and more interesting presentation of the subject matter. The first stage of our work consisted of an analysis of previous studies to establish the theoretical foundations on which to the base the use of ICT. Next, we have presented some of the developed methodological options, which illustrate the ability to use interactive methods. In the second stage, according to the different interactive chemistry programs and analysis of curriculum of the chemistry subject in the Czech Republic and Kazakhstan, we developed interactive teaching materials for chemistry lessons with interesting embedded content for lower secondary schools. In the next stage, all prepared materials will be verified and eventually adapted into the final form for use in chemistry teaching.

scholarly journals FEATURES OF INTEGRATED TEACHING OF INORGANIC CHEMISTRY IN PROFESSIONAL COLLEGES

2020 ◽  
Vol 66 (2) ◽  
pp. 299-303
Author(s):  
G. Mustapaeva ◽  
◽  
Zh. Korganbayeva ◽  
Zh. Shokubai ◽  
◽  
...  
Keyword(s):  
Inorganic Chemistry ◽  
Secondary Schools ◽  
Teaching Methods ◽  
New Technologies ◽  
Quality Of Education ◽  
Learning Paradigm ◽  
Methods And Techniques

The address of N. Nazarbayev in 2012, in order to improve the quality of education in the country, the issue of improving the skills of teachers was raised. In this regard, the learning paradigm has changed. The content of education is being updated, and new views are emerging. In this regard, teachers are faced with the task of constantly updating teaching methods and techniques and mastering technologies and using them ВЕСТНИК КазНПУ им. Абая, серия «Педагогические науки», №2(66), 2020 г. 300 effectively. In this regard, each subject teacher has the opportunity to choose teaching methods, use new technologies and use author's models. That is, the content of books has been completely updated for secondary schools in accordance with the updated content of education. And these books are intended only for secondary schools. For example, the previous books were used by both secondary schools and colleges.

scholarly journals THE MANAGEMENT OF INFORMATION AND COMMUNICATION TECHNOLOGY APPLICATION IN TEACHING METHOD INNOVATION IN LOWER SECONDARY SCHOOLS IN BAC NINH CITY, BAC NINH PROVINCE MEETS THE REQUIREMENTS OF THE OVERALL GENERAL EDUCATION PROGRAM - SITUATION AND ISSUES POSED

2020 ◽  
Vol 9 (4) ◽  
Author(s):  
Trần Tiến Hiển
Keyword(s):  
Secondary Schools ◽  
General Education ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Education Program ◽  
Teaching Methods ◽  
Teaching Method ◽  
Technology Application ◽  
Information And Communication ◽  
Lower Secondary Schools

Innovating teaching methods to meet the requirements of the overall general education program 2018 is an objective inevitable. Managing the application of information and communication technologies (ICTs) in teaching method innovation to meet the requirements of the overall general education program in the current period is the right direction of the lower secondary schools. The author of the article has surveyed 10 lower secondary schools of Bac Ninh city, Bac Ninh province on the current situation of information and communication technology application management in innovation of teaching methods to meet requirements of the overall general education program 2018, the author has assessed the strengths and weaknesses to have positive solutions in the coming time.

Enhancing Biology Students' Academic Achievement and Attitude Through Self-Regulated Learning Strategy in Senior Secondary Schools in Delta Central Senatorial District

2019 ◽  
Vol 9 (4) ◽  
pp. 149-156
Author(s):  
Oyovwi Edarho Oghenevwede
Keyword(s):  
Secondary Schools ◽  
Learning Strategy ◽  
Attitude Score ◽  
Biology Teachers ◽  
Biology Students ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning ◽  
The Mean ◽  
Senior Secondary

Abstract This study focused on enhancing biology students' achievement and attitude through Self-Regulated Learning Strategy in secondary schools in Delta Central Senatorial District. The study adopted the quasi-experimental pre-test, post-test control group design. Four research questions and four research hypotheses were formulated and raised to guide the study. The population of the study was all the biology students in senior secondary school II (SS II) in all the government-owned public secondary schools in Delta Central Senatorial District with an estimation of six thousand, four hundred and twenty-one students (6,421). A sample of two hundred and forty-five (245) senior secondary schools II students randomly selected from four (4) public mixed secondary schools was used for the study. The Simple Random Sampling Technique was adopted to draw the sample. The instruments used for data collection were the Biology Achievement Test (BAT) and Biology Attitude Questionnaire (BAQ). BAT and BAQ were validated by I Measurement and Evaluation and Biology teachers that have taught biology for more than ten (10) years. The reliability of BAT and BAQ were established using Kuder-Richardson formula 21 and Cronbach Alpha which yielded a coefficient of internal consistencies of 0.75 for BAT and 0.80 for BAQ respectively. Data were collected by administering the biology achievement test (BAT) and biology attitude questionnaire (BAQ) as pre-test and post-test. The data obtained were analysed using mean, standard deviation Analysis of Variation (ANOVA) and Analysis of Covariance (ANCOVA). The result shows that self-regulated regulated learning strategy significantly enhanced students' achievement in biology compared to the lecture method; there was no significant difference between the mean achievement score of male and female students taught biology using self-regulated learning strategy; there was a significant difference between the mean attitude score of students taught using self-regulated learning strategy compared with those taught with lecture method in favour of students taught using the self-regulated learning strategy and there was no significant difference between the mean attitude score of male and female students taught biology using self-regulated learning strategy. Based on the findings it was concluded that self-regulated learning strategy significantly enhances students' achievements and attitudes in biology. It was therefore recommended that biology teachers should adopt the strategy in teaching biology at the secondary school level and that biology teachers should be trained on how to use the skills of self-regulated learning strategy effectively.

MANAGING INFORMATION AND COMMUNICATION TECHNOLOGY EFFECTS APPLICATION IN TEACHING AT LOWER SECONDARY SCHOOLS IN RURAL, MIDLAND AND MOUNTAINOUS AREAS MEETING NEEDS FOR EDUCATION INNOVATION IN INDUSTRIAL REVOLUTION 4.0

2018 ◽  
Author(s):  
Pham Thi Le Hang
Keyword(s):  
Secondary Schools ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Social Life ◽  
Industrial Revolution ◽  
Education And Training ◽  
Mountainous Areas ◽  
Information And Communication ◽  
And Training ◽  
Lower Secondary Schools

The development of ICTs has strongly influenced many different aspects of social life, including education and training. ICTs application and management of ICTs applications has become an indispensable trend and has a profound effect on improving the quality of education and training. The author has analyzed the current state of ICTs application management in teaching in lower secondary schools in rural, midland and mountainous areas from which 6 management solutions for applying information and communication technology in teaching in lower secondary schools in accordance with the school’s practice.

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