Eugenia Kafanabo

2 Publications in AERD

Author Publications

Student Teachers’ Critical Thinking Beliefs and Abilities in South and East Africa: Transitioning From Quantitative Description to Qualitative Implications for Social Change7

By Proscovia Namubiru

This study examines student teachers' beliefs, self-efficacy, and abilities in teaching and learning critical thinking. Data from 3,877 participants, gathered through questionnaires and modified critical thinking and self-efficacy tests, were analysed to transition from quantitative to qualitative insights. The findings reveal that while student teachers support the value of critical thinking, many struggle to identify effective methods for its development, and most exhibit below-average or average critical thinking skills. The study suggests that teacher education programmes should intentionally teach critical thinking strategies, address gaps between beliefs and practices, and enhance self-efficacy—all within the broader context of education for social change. © 2016 Webb, Moellendorff, Speck, Namubiru, Chang’ach, Kurgat, Kafanabo, Khau & Eastwood.

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Exploring the Use of Chemistry-based Computer Simulations and Animations Instructional Activities to Support Students' Learning of Science Process Skills

By Flavia Beichumila

This study aimed at exploring the instructional activities that could support students' learning of science process skills by using chemistry-based computer simulations and animations. A total of 160 students were randomly selected and 20 teachers were purposively selected to participate in the study. Data were gathered in both qualitative and quantitative formats. This was accomplished through the use of a classroom observation checklist as well as a lesson reflection sheet. The qualitative data were analyzed thematically, while the quantitative data were analyzed using percentages. The key findings from the study indicated that chemistry-based computer simulations and animations through instructional activities, particularly formulating hypotheses, planning experiments, identifying variables, developing operational definitions and interpretations, and drawing conclusions, support students in learning science process skills. It was found that during the teaching and learning process, more than 70% of students were able to perform well in the aforementioned types of instructional activities, while 60% performed well in planning experiments. On the other hand, as compared to other instructional activities, planning experiments was least observed among students and teachers. Students can be engaged in knowledge construction while learning science process skills through the use of chemistry-based computer simulations and animations instructional activities. Therefore, the current study strongly recommends the use of chemistry-based computer simulations and animations by teachers to facilitate students' learning of chemistry concepts in Tanzanian secondary schools. © 2022 Society for Research and Knowledge Management. All rights reserved.

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