Exploring Biology teachers’ Pedagogical Knowledge and Skills in Using Teaching and Learning Resources to Enhance Students Learning Interaction
Donatha Uzayisenga – African Centre of Excellent for Innovative Teaching and Learning Mathematics and Science (ACEITLMS).
Ezechiel Harerimana – African Centre of Excellent for Innovative Teaching and Learning Mathematics and Science (ACEITLMS).
Felex Dushimimana – University of Rwanda- College of Education (UR-CE), Department of Mathematics, Sciences and Physical Education.
Email: harerimana.ezechiel@yahoo.com
Abstract: This study investigated biology teachers’ pedagogical knowledge and skills in using teaching and learning resources to enhance student learning interaction in selected upper secondary schools of Ngoma District, Rwanda. It was guided by the following specific objectives of this study were: (1) to identify the teaching and learning resources used in biology education, and (2) to explore biology teachers’ pedagogical knowledge and skills in using teaching and learning resources. A descriptive qualitative design was used, involving 12 biology teachers purposively selected from 14 upper secondary school biology teacher participants in Ngoma District, with data collected through classroom observations and semi-structured interviews. Findings show that animation, laboratory equipment and textbooks are the most frequently used resources, while virtual laboratories and specimens are rarely used. Teachers demonstrate limited pedagogical skills in integrating resources, with weak use of collaborative, inquiry-based and demonstration strategies. Overall, only a minority of teachers effectively apply resource-based pedagogy, largely due to insufficient training and resource constraints. The study concludes that Biology teaching in upper secondary schools uses diverse resources like animations, laboratories and textbooks but integration is uneven, with limited use of advanced tools, suggesting that effective implementation of the competence-based curriculum requires not only availability of resources but also strong pedagogical competence among teachers to promote interactive collaboration, in biology lessons. Therefore, continuous in-service training, improved access to laboratory and ICT-based tools are recommended to bridge the gap between policy expectations and classroom practice in biology education in Ngoma District and similar context.
