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Direct linkRamnarain, Umesh; Dlamini, Thandiwe; Bansal, Garima; Dhurumraj, Thasmai – International Journal of Science Education, 2022
This study explored five Life Sciences teachers' practices of formative assessment when enacting an inquiry-based pedagogy. The ESRU cycle (teacher "Elicits" a response; the Student responds; the teacher "Recognises" the student's response; and then "Uses" the information collected to support student learning) was…
Descriptors: Formative Evaluation, Active Learning, Teacher Student Relationship, Teaching Methods
Chua, Jia Xun; Tan, Aik-Ling; Ramnarain, Umesh – Research in Science & Technological Education, 2019
Background: Nature of Science (NOS) is defined to be the epistemology of science, and comprised of distinctive defining aspects. The representation of these NOS aspects in school science textbooks is likely to affect how students understand NOS. Representation of NOS aspects can differ between topics even within the same textbook and these topical…
Descriptors: Foreign Countries, Scientific Principles, Textbooks, Biology
Download full textRamnarain, Umesh; Hlatshwayo, Manzini – South African Journal of Education, 2018
Despite growing consensus regarding the value of inquiry-based teaching and learning, the implementation of such a pedagogical practice continues to be a challenge for many South African teachers, especially at rural schools. The research reported in this article concerns the interaction between Grade 10 Physical Sciences teachers' beliefs about…
Descriptors: Beliefs, Teacher Attitudes, Active Learning, Inquiry
Mupira, Pio; Ramnarain, Umesh – Journal of Research in Science Teaching, 2018
Due to apartheid policies, Black African learners in South Africa have been severely disadvantaged in school science. Despite policy changes to redress these historical imbalances, Black African learners continue to underperform in science. Previous research has identified motivation as a key factor that impacts performance. Achievement goal…
Descriptors: Goal Orientation, Disadvantaged Schools, Inquiry, Science Instruction
Ramnarain, Umesh; Padayachee, Keshni – South African Journal of Education, 2015
This study reports on the analysis of South African Life Sciences and Biology textbooks for the inclusion of the nature of science using a conceptual framework developed by Chiappetta, Fillman and Sethna (1991). In particular, we investigated the differences between the representation of the nature of science in Biology textbooks that were written…
Descriptors: Comparative Analysis, Science Instruction, Biology, Textbooks
Ramnarain, Umesh – EURASIA Journal of Mathematics, Science & Technology Education, 2015
In South Africa, there is a strong curriculum imperative for South African school science teachers to not only involve learners in practical inquiry activities but also to support students in making a connection between the construction of substantive scientific knowledge to these activities. The research reported in this article investigated the…
Descriptors: Video Equipment, Case Studies, Science Education, Chemistry
