hands-on learning

Creativity is a core competency within Kenya’s Competency-Based Education framework, and Integrated Science offers opportunities for learners to investigate, collaborate, experiment, and apply scientific knowledge. However, limited context-specific evidence exists on how teachers combine instructional strategies to foster creativity in Junior School Integrated Science. This study assessed variations in teachers’ combined use of inquiry-based, collaborative, experiential and hands-on, and technology-enhanced strategies in public Junior Schools in Ainabkoi Sub-County, Uasin Gishu County, Kenya. Guided by Piaget’s Cognitive Constructivist Theory, it adopted a pragmatic worldview and convergent parallel mixed-methods design. Questionnaires were completed by 81 Integrated Science teachers, and semi-structured interviews were conducted with 15 Lead Integrated Science Teachers. Quantitative data were analysed using descriptive statistics and hierarchical cluster analysis (HCA), while qualitative data underwent thematic analysis. Collaborative learning recorded the highest use (M = 4.06, SD = 0.65), followed by inquiry-based learning (M = 3.94, SD = 0.66), experiential/hands-on learning (M = 3.54, SD = 0.53), and technology-enhanced instruction (M = 2.92, SD = 0.37). HCA yielded three exploratory profiles distinguished by relative emphasis on technology, inquiry and experiential learning, and collaboration. Interviews indicated that teachers adapted strategy combinations to lesson demands, resources, time, class size, and preparation requirements. The findings show variation in teachers’ reported practices, supporting differentiated professional development and improved access to practical and digital resources. Learner creativity was not directly measured.

This study assessed the socio-demographic profile and level of Technology and Livelihood Education (TLE) functional literacy among senior high school students as a basis for developing a work readiness intervention program. Specifically, it examined the respondents’ profiles in terms of age, sex, general academic performance, and availability of TLE-related tools at home, as well as their level of functional literacy in technology and engineering design, food and nutrition, financial literacy, entrepreneurial competence, and agricultural literacy and agri-tech awareness. A descriptive research design was employed involving 406 senior high school students. Data were gathered using a validated researcher-made questionnaire and analyzed using frequency, percentage, and mean. Findings showed that the majority of respondents were 17–18 years old, with male students slightly outnumbering female students. Most respondents demonstrated favorable academic performance, with the largest proportion obtaining grades of 90 and above. In terms of available TLE-related resources at home, students had greater access to common cooking and household tools than to sewing and agricultural equipment. The findings further revealed varying levels of TLE functional literacy across the identified domains. Technology and engineering design literacy, food and nutrition literacy, and financial literacy were assessed as Needs Improvement, indicating areas requiring strengthened practical knowledge and skills. Agricultural literacy and agri-tech awareness reflected a relatively higher level of performance, while entrepreneurial competence was assessed as Very Satisfactory, indicating a notable strength among the respondents. Based on these findings, a work readiness intervention program entitled “Ready for Work: A Work Readiness Intervention Program for Enhancing TLE Functional Literacy among Senior High School Students” was proposed to address identified areas for improvement through hands-on, skill-based, and experiential learning activities. The study concludes that although students demonstrate strengths in entrepreneurial competence and academic performance, targeted instructional support and practical learning opportunities are needed to strengthen TLE functional literacy relevant to employment, entrepreneurship, and lifelong learning. It is recommended that schools provide structured work readiness interventions, expand opportunities for experiential and hands-on learning, and integrate practical financial, technological, and livelihood skills into TLE instruction to better prepare students for future work environments.

Biotechnology is an important topic in Biology education at the senior high school level because it is closely related to the understanding of applicable scientific concepts and their relevance to everyday life. However, current conditions in schools often indicate limitations in the implementation of practice-based learning. This study aims to analyze biotechnology learning in schools, students’ learning characteristics, and the need for a biotechnology practical book. Furthermore, task analysis shows that teachers more frequently assign theory-based tasks. Therefore, it can be concluded that there is a need to develop a structured biotechnology practical book that is appropriate to students’ learning characteristics.

زیست‌فناوری یکی از موضوعات مهم در آموزش زیست‌شناسی در سطح دبیرستان است، زیرا ارتباط نزدیکی با درک مفاهیم علمی کاربردی و ارتباط آن‌ها با زندگی روزمره دارد. با این حال، شرایط فعلی در مدارس غالباً محدودیت‌هایی را در اجرای یادگیری مبتنی بر عمل نشان می‌دهد. هدف این پژوهش، تحلیل آموزش زیست‌فناوری در مدارس، ویژگی‌های یادگیری دانش‌آموزان و نیاز به کتاب کار عملی زیست‌فناوری است. علاوه بر این، تحلیل وظایف نشان می‌دهد که معلمان بیشتر تکالیف مبتنی بر نظریه را واگذار می‌کنند. بنابراین، می‌توان نتیجه گرفت که توسعه یک کتاب کار عملی زیست‌فناوری ساختارمند که متناسب با ویژگی‌های یادگیری دانش‌آموزان باشد، ضروری است.

This review explores the role of science laboratories in strengthening science education within resource‑limited contexts, with particular attention to Timor‑Leste. Drawing on peer‑reviewed studies and policy documents published between 2019 and 2025, the synthesis highlights how laboratory access fosters students’ conceptual understanding and inquiry skills through hands‑on engagement. Yet, many schools continue to depend on low‑cost experiments due to infrastructural constraints, creating a persistent gap between curriculum aspirations and classroom realities. The analysis underscores the importance of expanding laboratory infrastructure, investing in teacher professional development, and adopting context‑appropriate experimental strategies to advance science learning in basic education settings.

این مرور به بررسی نقش آزمایشگاه‌های علوم در تقویت آموزش علوم در بسترهای دارای منابع محدود می‌پردازد و توجه ویژه‌ای به کشور تیمور شرقی دارد. با اتکا به مطالعات داوری‌شده و اسناد سیاستی منتشرشده بین سال‌های ۲۰۱۹ تا ۲۰۲۵، این سنتز نشان می‌دهد که دسترسی به آزمایشگاه موجب ارتقای درک مفهومی و مهارت‌های پژوهشی دانش‌آموزان از طریق مشارکت عملی می‌شود. با این حال، بسیاری از مدارس به دلیل محدودیت‌های زیرساختی همچنان به آزمایش‌های کم‌هزینه وابسته هستند که این امر موجب تداوم فاصله میان اهداف برنامه درسی و واقعیت‌های کلاس درس می‌شود. تحلیل حاضر بر اهمیت گسترش زیرساخت‌های آزمایشگاهی، سرمایه‌گذاری در توسعه حرفه‌ای معلمان و اتخاذ راهبردهای آزمایشگاهی متناسب با زمینه برای ارتقای یادگیری علوم در آموزش پایه تأکید می‌کند.

The implementation of the Love-Based Curriculum (Kurikulum Berbasis Cinta/KBC) in Islamic elementary schools requires teachers to integrate love-based values into instructional materials and lesson plans. The needs analysis indicated that teachers required more practical training because previous activities were predominantly focused on theoretical content delivery. This community service program aimed to facilitate teachers in developing KBC-based instructional materials through a workshop using a learning by doing strategy. The activity employed a Participatory Action approach combined with training and mentoring. The participants were 58 Islamic elementary school teachers from KKG 0008 Rayon 3, Siak Regency, consisting of classroom teachers, subject teachers, and tahfiz teachers. The activity consisted of needs analysis, material delivery, instructional material development practice, mentoring, presentation of participants' work, and evaluation. The results showed that all 58 participants participated in the workshop and produced drafts of KBC-based instructional materials according to the subjects and grades they taught. The products were subsequently reviewed through mentoring and presentation sessions to obtain feedback for further improvement. These findings indicate that a practice-oriented workshop can facilitate teachers in translating KBC concepts into instructional materials in a more applicable manner

اجرای برنامهٔ درسی مبتنی بر عشق (Kurikulum Berbasis Cinta/KBC) در مدارس ابتدایی اسلامی مستلزم آن است که معلمان ارزش‌های مبتنی بر عشق را در مواد آموزشی و طرح درس‌ها ادغام کنند. تحلیل نیازسنجی نشان داد که معلمان به آموزش عملی بیشتری نیاز دارند، زیرا فعالیت‌های قبلی عمدتاً بر انتقال محتوای نظری متمرکز بوده‌اند. هدف این برنامهٔ خدمات‌رسانی به جامعه، تسهیل توسعهٔ مواد آموزشی مبتنی بر KBC توسط معلمان از طریق کارگاهی با راهبرد یادگیری از طریق عمل بود. این فعالیت با رویکرد اقدام مشارکتی همراه با آموزش و مشاوره انجام شد. شرکت‌کنندگان شامل ۵۸ معلم مدرسه ابتدایی اسلامی از KKG 0008 رایون ۳ شهرستان سیاک بودند که شامل معلمان کلاس، معلمان موضوعی و معلمان حفظ قرآن (تحفیظ) می‌شدند. فعالیت شامل نیازسنجی، ارائهٔ مطالب، تمرین توسعهٔ مواد آموزشی، مشاوره، ارائهٔ آثار شرکت‌کنندگان و ارزیابی بود. نتایج نشان داد که هر ۵۸ شرکت‌کننده در کارگاه حضور یافتند و پیش‌نویس‌هایی از مواد آموزشی مبتنی بر KBC متناسب با موضوعات و پایه‌های تدریس خود تهیه کردند. این محصولات در ادامه از طریق جلسات مشاوره و ارائه مورد بازبینی قرار گرفت تا بازخورد لازم برای بهبود بیشتر دریافت شود. این یافته‌ها نشان می‌دهد که کارگاه‌های مبتنی بر عمل می‌تواند به معلمان در ترجمهٔ مفاهیم KBC به مواد آموزشی به شیوه‌ای کاربردی‌تر کمک کند.