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ORIGINAL RESEARCH article

Front. Educ.
Sec. STEM Education
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1484495

Exploring Lower Secondary School Teachers’ Perceptions of Integrating Simulations into Science Instruction

Provisionally accepted
Jane BATAMULIZA Jane BATAMULIZA 1,2*Gonzague HABINSHUTI Gonzague HABINSHUTI 2Jean Baptiste NKURUNZIZA Jean Baptiste NKURUNZIZA 2
  • 1 African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science, University of Rwanda, Kayonza, Rwanda
  • 2 University of Rwanda College of Education Rukara Compus, Kigali, Rwanda

The final, formatted version of the article will be published soon.

    This manuscript aligns with the scope of the selected journal and specialty by addressing the integration of educational technology, specifically interactive computer-based laboratory simulations (ICBLS), into lower secondary school chemistry instruction. The study provides insights into teachers' perceptions, a critical factor in the successful adoption of innovative teaching tools, and discusses both the benefits and challenges faced in the classroom. This research directly contributes to the journal's focus on advancing science education through technology and offers valuable implications for educators, policymakers, and curriculum designers

    Keywords: Laboratory in Science Education, Technology in Science Education, Computer-based simulations, chemistry education, Teaching approach

    Received: 21 Aug 2024; Accepted: 19 Nov 2024.

    Copyright: © 2024 BATAMULIZA, HABINSHUTI and NKURUNZIZA. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Jane BATAMULIZA, African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science, University of Rwanda, Kayonza, Rwanda

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.