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A Systematic Review of Pedagogical Practices for Integrating Indigenous Knowledge Systems in Science Teaching
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Ayodele Abosede Ogegbo; Umesh Ramnarain – African Journal of Research in Mathematics, Science and Technology Education, 2024
This systematic literature review seeks to investigate the pedagogical practices that can be used to encourage the inclusion of Indigenous knowledge in science classrooms. By adhering to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guideline method, past studies on pedagogical practices in integrating Indigenous knowledge…
Descriptors: Literature Reviews, Meta Analysis, Science Instruction, Indigenous Knowledge
Dataset Collected to Evaluate the Impact of Continuous Professional Development Training on Rwandan Upper Primary and Lower Secondary Mathematics and Science Teachers' Content Knowledge and Beliefs
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Pheneas Nkundabakura; Theophile Nsengimana; Celine Byukusenge; Aloys Iyamuremye; Fidele Ukobizaba; Eugenie Uwamariya; Pascasie Nyirahabimana; Jean Claude Dushimimana; Concilie Mukamwamabali; Jean Baptiste Nkurunziza – Cogent Education, 2024
This dataset focuses on the impact of Continuous Professional Development in Teaching and Learning Mathematics and Science (CPD-ITMS), offered by the Rwanda Quality Basic Education for Human Capital Development (RQBEHCD) Project, Subcomponent 1.2. The provided training aimed to provide essential assistance to teachers in upper primary and lower…
Descriptors: Foreign Countries, Elementary Secondary Education, Elementary School Teachers, Secondary School Teachers