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Published:
Jul 28, 2022Keywords:
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Main Article Content
Rwandan Secondary School Biology Teachers’ Knowledge and Skills of Practical Work
Abstract
This research is aimed at investigating Rwandan secondary school biology teachers’ knowledge and skills of practical work. It also examined the contributions of such knowledge and skills on how the teachers taught practical work in biology classes. The study employed qualitative method under pragmatic research design. The study was conducted in 26 schools located in three districts of the Western Province in Rwanda. The districts, schools and teachers were selected randomly while the Province and advanced level were selected purposively. The data were collected using depth interview and observation of classroom science practical activities. The collected data were thematically analyzed and the results revealed moderate biology teachers’ knowledge and skills of practical works as gaps and limitation had been noticed. The lack of procedural understanding of practical work and lack of content knowledge of the subject matter as well as skills to conduct some practical work on the program had been also reported. In addition, teacher-centered approach to practical work is common in biology classrooms even though a few teachers practice the student-centered approach. The positive contribution of teachers’ knowledge and skills on the practical work conducted in class had been reported. In conclusion, the study suggests an imperative professional development of biology teachers concerning the practical work as well as the provision biology practical work equipment and reagents. It also recommends to REB the alternation of examined practical work topics in order to avoid teachers’ predictions of practical work topics to be assessed. That can trigger their own knowledge and skills improvement through research.
