The aim of this research was to study teachers' learning management experience in teaching science after the COVID-19 pandemic. The sample consisted of 66 senior pre-service science teachers, who carried out fieldwork in the school, and 53 in-service science teachers; the selection was conducted by purposive sampling. The instrument of this…

Active-learning strategies "can" improve science, technology, engineering, and mathematics (STEM) undergraduates' abilities to learn fundamental concepts and skills. However, the results instructors achieve vary substantially. One explanation for this is that instructors commonly implement active learning differently than intended. An…

We compared seven unrelated data-sets to evaluate a major education improvement initiative. Perceptions of students in 54 course sections were surveyed regarding the helpfulness of 39 specific teaching or learning strategies, and relative workloads and enthusiasm were compared to their other courses. Classes were observed using an established…

Graduate students in the sciences, technology, engineering, and mathematics (STEM) fields, represent an important link in current reforms emphasizing inquiry-based learning and teaching, as they represent the future of the STEM professoriate. Although graduate students commonly hold teaching assistantships, they rarely receive training on how to…

In the present article, I report on my experience in teaching and learning physiology in the first year of a new modular curriculum at the Faculty of Medicine of the National University of Rwanda. With self-reported questionnaires, I collected learning experience perceptions from 112 students who attended the module of physiology in 2008. The…