science teachers

Perspectives of Schools Heads on Science and Mathematics Teachers’ Continuous Professional Development in Ghana

Leave a Comment / Vol 6, Issue 4 /

Authors: Might Kojo Abreh (University of Cape Coast, Ghana) and Francis Arthur (University of Cape Coast, Ghana) Abstract: This study investigated the perspectives of heads of Senior High Schools (SHSs) on the participation of Science and Mathematics teachers in Continuous Professional Development (CPD)in Ghana. It was guided by objectives that examined available CPD opportunities and […]

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Primary School Teachers’ Implementation of the Authentic Assessment and Application of Results within the Standards-Based Science Curriculum in Effutu Municipality, Ghana

Leave a Comment / Vol 5, Issue 6 /

Authors: Emmanuel Dwamena (University of Connecticut), Sakina Acquah (University of Education, Winneba), Mavis Adwoa Donkor (Presbyterian College of Education, Ghana) and Enock Yeng (Liberty University) Abstract: This study explored the implementation of authentic assessment by primary science teachers within the Standards-Based Curriculum in the Effutu Municipality, using a descriptive survey design with a sample of

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Teachers’ Perceptions of Inquiry-based Learning in Science Education: A Case of Selected Secondary Schools in Kirehe District, Rwanda

Leave a Comment / Vol 3, Issue 3 /

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

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