Classroom interaction in Rwandan secondary physics classrooms

Sawa Iwakuni This study investigates the classroom environment and interactions in physics lessons in Rwandan lower secondary schools. The data obtained from 6 classroom observations, interviews with 6 teachers, and interviews with 17 students have been used to explore classroom discourse which has been generally regarded as ‘teacher-centred’, ‘knowledge transmission’ and ‘highly ritualized’. The research … Continue reading →