检查网络讨论工具在选择的卢旺达中学教学和学习有机化学中的使用情况
Aloys Iyamuremye1,2, Innocent Twagilimana1,2, Francois Niyongabo Niyonzima1,2
1University of Rwanda-College of Education, Kayonza, Rwanda.
Heliyon
|November 5, 2024
概括
大多数卢旺达中学化学教师都不使用基于网络的讨论工具,尽管这些工具有助于提高参与度. 男性教师更有可能采用这些数字工具来教授有机化学.
科学领域:
- 教育技术的教育技术
- 化学教育 化学教育
背景情况:
- 学生参与和参与有机化学是持续的挑战.
- 需要创新的教学方法,包括基于网络的讨论,以增强学习.
- 基于网络的讨论工具为提高批判性思维能力提供了一个有希望的途径.
研究的目的:
- 调查卢旺达中学在教有机化学方面的基于网络的讨论工具的采用程度.
- 确定影响化学教师使用这些工具的因素.
- 为了应对在有机化学中学生参与度有限的挑战.
主要方法:
- 一种使用调查问卷的定量研究方法.
- 数据来自卢旺达卡莫尼和加萨博地区的133名中学化学教师.
- 对采用率和影响因素的分析,包括性别,经验和学校类型.
主要成果:
- 78%的教师不使用基于网络的讨论工具;22%的教师已经整合了它们.
- 首选的平台包括WhatsApp,谷歌文档和谷歌课堂.
- 男性教师使用基于网络的讨论工具的可能性更高 (p=0.015).
- 根据学校位置,年龄,所有权或经验 (p>0.05) 收养的情况没有显著差异.
结论:
- 在卢旺达的中学,基于网络的讨论工具在有机化学方面的使用不足.
- 性别是工具采用的重要因素,男性教师更容易采用.
- 需要进一步的研究和有针对性的专业发展,以促进更广泛的采用和加强化学教育.
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