Exploring lower secondary school teachers' perceptions of integrating simulations into chemistry instruction
IntroductionTeachers play a crucial role in guiding students to enhance their learning and achieve academic goals. Understanding their perspectives on educational technology is essential to fostering effective integration into classroom instruction. This study investigates the perceptions of lower s...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2024-12-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2024.1484495/full |
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| author | Jane Batamuliza Gonzague Habinshuti Jean Baptiste Nkurunziza |
| author_facet | Jane Batamuliza Gonzague Habinshuti Jean Baptiste Nkurunziza |
| author_sort | Jane Batamuliza |
| collection | DOAJ |
| description | IntroductionTeachers play a crucial role in guiding students to enhance their learning and achieve academic goals. Understanding their perspectives on educational technology is essential to fostering effective integration into classroom instruction. This study investigates the perceptions of lower secondary school chemistry teachers regarding the ease of use and usefulness of integrating ICBLS into teaching.MethodsA multiple case study design was employed, involving eight chemistry teachers from four schools where ICBLS had been implemented. Data were collected through semi-structured interviews, group discussions, professional workshops, and classroom observation. The data were transcribed and analyzed thematically using NVivo 14 software.ResultsThe findings indicate that teachers hold positive perceptions of ICBLS, citing benefits such as enhanced safety, collaboration learning, and hands-on activities. However, challenges were identified, including limited access to computers and insufficient professional training.DiscussionThe study underscores the importance of addressing technical and training barriers to optimize the use of ICBLS. Recommendations include strengthening professional development, fostering peer collaboration, aligning curricula with ICBLS, and ensuring administrative support and provision of adequate resources. |
| format | Article |
| id | doaj-art-5abd8f4a84bc4ef7a0496dc4633ac101 |
| institution | OA Journals |
| issn | 2504-284X |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj-art-5abd8f4a84bc4ef7a0496dc4633ac1012025-08-20T01:57:55ZengFrontiers Media S.A.Frontiers in Education2504-284X2024-12-01910.3389/feduc.2024.14844951484495Exploring lower secondary school teachers' perceptions of integrating simulations into chemistry instructionJane Batamuliza0Gonzague Habinshuti1Jean Baptiste Nkurunziza2African Center of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS), University of Rwanda College of Education, Kigali, RwandaDepartment of Inclusive Education, University of Rwanda College of Education, Kigali, RwandaDepartment of Chemistry Education, University of Rwanda College of Education, Kigali, RwandaIntroductionTeachers play a crucial role in guiding students to enhance their learning and achieve academic goals. Understanding their perspectives on educational technology is essential to fostering effective integration into classroom instruction. This study investigates the perceptions of lower secondary school chemistry teachers regarding the ease of use and usefulness of integrating ICBLS into teaching.MethodsA multiple case study design was employed, involving eight chemistry teachers from four schools where ICBLS had been implemented. Data were collected through semi-structured interviews, group discussions, professional workshops, and classroom observation. The data were transcribed and analyzed thematically using NVivo 14 software.ResultsThe findings indicate that teachers hold positive perceptions of ICBLS, citing benefits such as enhanced safety, collaboration learning, and hands-on activities. However, challenges were identified, including limited access to computers and insufficient professional training.DiscussionThe study underscores the importance of addressing technical and training barriers to optimize the use of ICBLS. Recommendations include strengthening professional development, fostering peer collaboration, aligning curricula with ICBLS, and ensuring administrative support and provision of adequate resources.https://www.frontiersin.org/articles/10.3389/feduc.2024.1484495/fulllaboratory in science educationtechnology in science educationcomputer-based simulationschemistry educationteaching approach |
| spellingShingle | Jane Batamuliza Gonzague Habinshuti Jean Baptiste Nkurunziza Exploring lower secondary school teachers' perceptions of integrating simulations into chemistry instruction Frontiers in Education laboratory in science education technology in science education computer-based simulations chemistry education teaching approach |
| title | Exploring lower secondary school teachers' perceptions of integrating simulations into chemistry instruction |
| title_full | Exploring lower secondary school teachers' perceptions of integrating simulations into chemistry instruction |
| title_fullStr | Exploring lower secondary school teachers' perceptions of integrating simulations into chemistry instruction |
| title_full_unstemmed | Exploring lower secondary school teachers' perceptions of integrating simulations into chemistry instruction |
| title_short | Exploring lower secondary school teachers' perceptions of integrating simulations into chemistry instruction |
| title_sort | exploring lower secondary school teachers perceptions of integrating simulations into chemistry instruction |
| topic | laboratory in science education technology in science education computer-based simulations chemistry education teaching approach |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2024.1484495/full |
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