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<p>This study explores the perceptions of chemistry teachers in Kigali City regarding the use of dynamic simulations in teaching chemical kinetics. The research employed a mixed-method approach, combining quantitative and qualitative data to gain a comprehensive understanding of chemistry teachers' perceptions. Data were collected utilizing questionnaires and semi-structured interviews administered to chemistry teachers from secondary schools in Kigali City. A convenience sampling technique was employed to select 60 respondents from a total population of 71 chemistry teachers. The data collection tools focused on teachers' attitudes and perceptions toward integrating dynamic simulations into their teaching practices for chemical kinetics. Quantitative data were analyzed using descriptive statistics in Excel, while qualitative data were examined with the help of the Taguette tool. The triangulation of collected data revealed that chemistry teachers recognize the potential benefits of dynamic simulations in enhancing student engagement, understanding of abstract concepts, and retention of knowledge in chemical kinetics. Many teachers (94.4%) in Kigali city are interested in incorporating dynamic simulations in their lesson preparation and delivery. Teachers appreciate the visual representation and interactive nature of simulations, which enable students to observe and manipulate kinetic parameters in real time. Similarly, 88.9% consider simulations an important tool to use in teaching, and 77.8% find simulations useful for both teachers and students. Furthermore, simulations facilitate the exploration of complex reaction mechanisms and the application of theoretical concepts to practical scenarios. The 83.3% of respondent teachers agreed that they use dynamic simulations to clarify abstract topics, such as the rate of chemical reactions. The results demonstrate that the use of dynamic simulations in teaching chemical kinetics offers substantial benefits in enhancing students’ understanding. This highlights the significance of this study in advancing the integration, design, and development of dynamic simulations for teaching and learning chemical kinetics and other chemistry concepts.</p>

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Chemistry teachers’ perception on implementing dynamic simulations in teaching and learning chemical kinetics: Kigali city case study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年11月26日

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  • Wellars Utetiwabo,
  • Claude Karegeya,
  • Emmanuel Gakuba,
  • Jean Baptiste Nkurunziza,
  • Jean de Dieu Habiyaremye,
  • Ruth Ntihabose,
  • Theoneste Ntalindwa

摘要

This study explores the perceptions of chemistry teachers in Kigali City regarding the use of dynamic simulations in teaching chemical kinetics. The research employed a mixed-method approach, combining quantitative and qualitative data to gain a comprehensive understanding of chemistry teachers' perceptions. Data were collected utilizing questionnaires and semi-structured interviews administered to chemistry teachers from secondary schools in Kigali City. A convenience sampling technique was employed to select 60 respondents from a total population of 71 chemistry teachers. The data collection tools focused on teachers' attitudes and perceptions toward integrating dynamic simulations into their teaching practices for chemical kinetics. Quantitative data were analyzed using descriptive statistics in Excel, while qualitative data were examined with the help of the Taguette tool. The triangulation of collected data revealed that chemistry teachers recognize the potential benefits of dynamic simulations in enhancing student engagement, understanding of abstract concepts, and retention of knowledge in chemical kinetics. Many teachers (94.4%) in Kigali city are interested in incorporating dynamic simulations in their lesson preparation and delivery. Teachers appreciate the visual representation and interactive nature of simulations, which enable students to observe and manipulate kinetic parameters in real time. Similarly, 88.9% consider simulations an important tool to use in teaching, and 77.8% find simulations useful for both teachers and students. Furthermore, simulations facilitate the exploration of complex reaction mechanisms and the application of theoretical concepts to practical scenarios. The 83.3% of respondent teachers agreed that they use dynamic simulations to clarify abstract topics, such as the rate of chemical reactions. The results demonstrate that the use of dynamic simulations in teaching chemical kinetics offers substantial benefits in enhancing students’ understanding. This highlights the significance of this study in advancing the integration, design, and development of dynamic simulations for teaching and learning chemical kinetics and other chemistry concepts.