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Articles 1 - 7 of 7
Full-Text Articles in Education
Feed-Forward: Strengthening Assessment Of Pre-Primary And Primary Science And Mathematics Education In Tanzania, Nipael Mrutu, Esther Kibga
Feed-Forward: Strengthening Assessment Of Pre-Primary And Primary Science And Mathematics Education In Tanzania, Nipael Mrutu, Esther Kibga
Institute for Educational Development, East Africa
Classroom assessment is a critical part of teaching and learning and is a potentially useful tool for enhancing learning outcomes. It provides information on where learners are with their learning goals and what they need to do to improve their understanding and meet the intended learning outcomes. In response to the agent's need for proper interpretation of classroom assessment, researchers and policymakers have developed guidelines, principles, and models to help teachers understand and implement effective assessment conceptions. Despite these initiatives, research continues to show that teachers struggle to interpret assessment policies and implement practices aligned with contemporary formative assessment notions. …
An Account Of The Methodological Implementation Of Design-Based Research In The Chemistry Classroom Context, Esther Kibga, Emmanuel Gakuba, John Sentongo
An Account Of The Methodological Implementation Of Design-Based Research In The Chemistry Classroom Context, Esther Kibga, Emmanuel Gakuba, John Sentongo
Institute for Educational Development, East Africa
Design-Based Research (DBR) has recently received a significant amount of attention in the educational research literature of the 21st century. This work analyses the understanding of DBR as the research methodology, why, and how it can be applied in educational research to bring a practical outcome and improve educational practices. Besides, this work reflects on a step-by-step implementation of the Hands-on Instructional Model (HIM) designed to enhance the development of chemistry learners’ curiosity and problem-solving skills. Also, it gives a detailed description of the two prototypes of the first alteration cycle. A sample of 169 Senior Three chemistry students was …
Extended Generalized Logistic Distributions Based On Beta Distributions And Their Generalizations, Howard Omukami, Patrick Weke, Joseph Ottieno
Extended Generalized Logistic Distributions Based On Beta Distributions And Their Generalizations, Howard Omukami, Patrick Weke, Joseph Ottieno
Institute for Educational Development, East Africa
We derive the extended generalized logistic type IV distribution using beta 1 and beta 2 distributions along with generalized three parameter and four parameter beta distributions.
Developing Students’ Curiosity Through Chemistry Hands-On Activities: A Case Of Selected Community Secondary Schools In Dar Es Salaam, Tanzania, Esther Kibga, Emmanuel Gakuba, John Sentongo
Developing Students’ Curiosity Through Chemistry Hands-On Activities: A Case Of Selected Community Secondary Schools In Dar Es Salaam, Tanzania, Esther Kibga, Emmanuel Gakuba, John Sentongo
Institute for Educational Development, East Africa
Curiosity is the inner drive for learning or ‘hunger for learning’ which is among the twenty-firstcentury learning competencies. Students in their earliest stage ought to exhibit curiosity to stirup knowledge acquisition and exploration, yet the development of curiosity in the context of education is considered to be unusual. This research assesses how chemistry students develop and express curiosity in a hands-on learning environment. A sample of 169 senior three students from three community secondary schools in Dar es Salaam was involved in this study. Besides, the study examined how hands-on activities in chemistry lessons can be incorporated as a pedagogical …
Effectiveness Of Hands-On Activities To Develop Chemistry Learners’ Curiosity In Community Secondary Schools In Tanzania, Esther Kibga, John Sentongo, Emanuel Gakuba
Effectiveness Of Hands-On Activities To Develop Chemistry Learners’ Curiosity In Community Secondary Schools In Tanzania, Esther Kibga, John Sentongo, Emanuel Gakuba
Institute for Educational Development, East Africa
Learners’ curiosity is among the affective domains of learning that has a great potential to take learning to higher levels and meet the demands of the 21st-century teaching and learning process. This paper assesses how hands-on activities performed using learning materials from learners’ immediate environment can enhance learners’ curiosity in chemistry lessons. Observing students’ hands-on activities during chemistry lessons enabled researchers to monitor the development and expression of curiosity in the actual learning environment. The study involved 169 senior three chemistry students purposively selected from three intact science classes in three community secondary schools from Dar es salaam, Tanzania. We …
Energy-Efficient Load Balancing Ant Based Routing Algorithm For Wireless Sensor Networks, Xinlu Li, Brian Keegan, Fredrick Mtenzi, Thomas Weise, Ming Tan
Energy-Efficient Load Balancing Ant Based Routing Algorithm For Wireless Sensor Networks, Xinlu Li, Brian Keegan, Fredrick Mtenzi, Thomas Weise, Ming Tan
Institute for Educational Development, East Africa
Wireless Sensor Networks (WSNs) are a type of self-organizing networks with limited energy supply and communication ability. One of the most crucial issues in WSNs is to use an energy-efficient routing protocol to prolong the network lifetime. We therefore propose the novel Energy-Efficient Load Balancing Ant-based Routing Algorithm (EBAR) for WSNs. EBAR adopts a pseudo-random route discovery algorithm and an improved pheromone trail update scheme to balance the energy consumption of the sensor nodes. It uses an efficient heuristic update algorithm based on a greedy expected energy cost metric to optimize the route establishment. Finally, in order to reduce the …
Mathematical Notation: Help Or Hindrance?, Geoff D. Tennant Dr
Mathematical Notation: Help Or Hindrance?, Geoff D. Tennant Dr
Institute for Educational Development, East Africa
This article puts forward a range of reasons for using mathematical notation, emphasizing the need to allow children learning it time and space to come to terms with it. Examples are given in furthering the argument that the time to introduce notation is after the concept is already fully understood.