Teachers’ Perceptions of Inquiry-based Learning in Science Education: A Case of Selected Secondary Schools in Kirehe District, Rwanda
Authors: Jean Nepomuscene Twahirwa (University of Rwanda), Celestin Ntivuguruzwa, PhD (University of Rwanda), Etienne Twizeyimana (Mount Kenya University, Rwanda) and Jeannette Nyirahagenimana (University of Rwanda) Abstract: This study sought to establish teachers’ reflections on the role of inquiry-based learning in science education. The study was quantitative in nature and used the descriptive research design. Data […]