Show simple item record

dc.contributor.authorKwari, Rudo
dc.contributor.authorMtetwa, David K.J.
dc.identifier.citationKwari, Rudo & Mtetwa, DJK (2003) Active Learning Approaches in Zimbabwean Science and Mathematics Classrooms, ZJER Vol. 15, no. 3. Harare, Mt. Pleasant: HRRC.en_GB
dc.descriptionA ZJER study on science and mathematics teachers.en_GB
dc.description.abstractThe aim of this study was to find out whether secondary school mathematics and science teachers are using active learning strategies in their teaching. Ten teachers and nine teachers were observed teaching mathematics and science, respectively. Their knowledge about teaching for active learning and the constraints that impact on them were assessed through subsequent interviews. Although the results showed that the teachers’ knowledge of active learning is consistent with literature, only' incidental aspects of active learning were observed in the lessons. The teachers identified a range of constraints, including those of a curricular, socio-economic, logistical, and professional nature. The potential for increasing the level of active learning in Zimbabwean science and mathematics. classrooms exists. In-service education could make a significant contribution towards the practical realization of this goal.en_GB
dc.publisherHuman Resources Research Centre (HRRC); University of Zimbabween_GB
dc.subjectScience and Societyen_GB
dc.titleActive Learning Approaches In Zimbabwean Science And Mathematics Classroomsen_GB
dc.rights.holderUniversity of Zimbabween_GB

Files in this item


This item appears in the following Collection(s)

Show simple item record
Except where otherwise noted, this item's license is described as