Nyirahabimana Pascasie, Minani Evariste, Nduwingoma Mathias, Kimeza Imelda
African Center of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS), University of Rwanda College of Education (UR-CE), Kayonza, Rwanda.
School of Education, University of Rwanda College of Education, Kayonza, PO BOX 55 Rwamagana, Rwanda.
F1000Res. 2024 Feb 12;12:4. doi: 10.12688/f1000research.128013.2. eCollection 2023.
This dataset presents data collected to assess teaching and learning of quantum physics at the University of Rwanda - College of Education (UR-CE), Rwanda. Data were collected between August and November 2019 as the baseline, and between January and April 2022 under a quasi-experimental design. Three sets of data were collected. The first set was about students' performance and conceptual understanding collected before and after teaching intervention (lecture method or multimedia-aided approach) using mainly Quantum Physics Conceptual Survey (QPCS). The second set documented classroom practices during teaching and learning using the Classroom Observation Protocol for Undergraduate STEM (COPUS). The last set is comprised of the data related to lecturers' and students' perceptions before teaching and learning quantum physics and students' attitudes after learning Quantum physics. The Quantum Physics Attitude Test (QPAT) was mainly used to collect these data. The dataset is important to education stakeholders because university managers can visualize the status of teaching and learning outcomes, lecturers can reflect on the study, and researchers can use the data to analyze various independent variables.
该数据集展示了为评估卢旺达大学教育学院（UR-CE）量子物理教学与学习情况而收集的数据。数据收集于2019年8月至11月作为基线数据，并于2022年1月至4月在准实验设计下收集。共收集了三组数据。第一组数据是关于学生在教学干预（讲座法或多媒体辅助方法）前后的表现和概念理解，主要通过量子物理概念调查（QPCS）收集。第二组数据记录了使用本科STEM课堂观察协议（COPUS）进行教学和学习期间的课堂实践。最后一组数据包括与讲师和学生在量子物理教学和学习前的看法以及学生在学习量子物理后的态度相关的数据。主要使用量子物理态度测试（QPAT）来收集这些数据。该数据集对教育利益相关者很重要，因为大学管理人员可以直观了解教学和学习成果的状况，讲师可以反思该研究，研究人员可以使用这些数据来分析各种自变量。
