Umesh Ramnarain
Biographic Data
| ID | 6508758 |
|---|---|
| NAME | Umesh Ramnarain |
| GIVEN NAMES | Umesh |
| FAMILY NAME | Ramnarain |
| SIGNATURE | RAMNARAIN U |
| AFFILIATIONS | University of Johannesburg |
| ORCID | 0000-0003-4548-5913 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Does culture matter in AI adoption? A predictive analysis of cultural dimensions, social influence, and personal innovativeness in the modified UTAUT model
Despite the growing integration of AI in universities, the influence of cultural dimensions on students’ behavioural intention and actual use remains underexplored, particularly in Sub-Saharan Africa. This study investigates the predictive role of Hofstede’s cultural dimensions in shaping university students’ behavioural intention and actual use of AI within a culturally adapted Unified Technology Acceptance Model (UTAUT) framework in higher educ…
A shift in pedagogical orientations of pre-service science teachers
In this study, we investigated shifts in pedagogical orientations of South African Physical Sciences pre-service teachers (PSTs) at a public university, and factors that influence such shifts. The Pedagogy of Science Teaching Test (POSTT) was administered to eight PSTs to establish and classify their pedagogical orientations into direct didactic, direct active, guided inquiry, or open inquiry orientations. Changes in their pedagogical orientation…
Enhancing STEM and STEAM Education at the Grade Level Through Mixed Reality Applications
The advancement of technology has spurred innovation in teaching and learning activities within contemporary education, particularly through the adoption of immersive learning technologies at the grade level. Numerous studies have explored and reviewed the effectiveness of immersive learning technologies (ILT) in science (STEM) education, with various recommendations suggesting that these technologies could also be applied in arts (STEAM) educati…
Creating adaptive learning pathways for inquiry-based learning in school science using generative AI large language models
This article explores the potential of generative artificial intelligence (GAI) tools to create adaptive learning pathways for inquiry-based learning (IBL) science instruction. The research compares tailored pathways from ChatGPT 4.0 and Llama 3.1 for differentiated inquiry instruction in science subjects. A qualitative approach was employed using a case study design to provide thick descriptions of Pathways from ChatGPT 4.0 and Llama3.1in suppor…
The Effect of Textbook Analysis as a Teacher Professional Development Tool on Teacher Understanding of Nature of Science
This article reports on the effect of textbook analysis as a tool of teacher professional development on nature of science (NOS) understanding of 10 science teachers in South Africa. The teacher professional development program (TPDP) was based on an explicit reflective methodology of textbook analysis and conducted online due to the Covid-induced lockdown. NOS understanding of the participant teachers was documented pre-training and post-trainin…
Completing the progression establishing an international baseline of primary, middle and secondary students’ views of scientific inquiry
Knowledge of scientific inquiry (SI) is considered essential to the development of an individual's Scientific Literacy (SL) and therefore, SI is included in many international science education reform documents. Two previous large scale international studies assessed the SI understandings of students entering middle school and secondary students at the end of their formal K-12 science education. The purpose of this international project was to us…
Factors predicting teachers' implementation of inquiry‐based teaching practices
Inquiry‐Based Teaching Practice (IBTP) is an essential component of science education, and promoting its implementation is at the heart of various reform efforts. Even though science teachers regard IBTP as an essential pedagogical method, they rarely use it for various reasons. This study utilizes Bronfenbrenner's ecological framework to examine potential factors at various levels of the educational ecosystem that predict the implementation of i…
The impact of an empowerment evaluation professional development program on physical sciences teachers’ attitudes, beliefs and behavioral intentions to integrate ICT into their science lessons
The purpose of this research study was to investigate and determine the impact of teacher’s attitudes and beliefs on their behavioral intentions to integrate ICT into their science lessons and to establish the impact of a professional development program underpinned by the principles of empowerment evaluation (EE) on their attitudes and beliefs. The participants were selected from five high schools in Johannesburg, South Africa. A validated quest…
South African Life Sciences teachers’ pedagogical beliefs and their influence on information communication and technology integration
Evidence suggests that learners actively construct knowledge and improve digital literacy when Information Communication and Technologies (ICTs) are used effectively. However, ICTs have not been exploited adequately in a science classroom. Early research argues that teachers’ pedagogical beliefs are potential barriers to delaying effective ICT integration in teaching and learning. In South Africa, research is silent regarding investigating Life S…
Representations of the Nature of Science in South African Physical Sciences Textbooks on Electricity and Magnetism
Physical Sciences Teachers’ Enactment of Simulations in 5E Inquiry-Based Science Teaching
The aim of this study was to investigate the pedagogical actions of Physical Sciences teachers when enacting simulations in 5E inquiry-based science teaching for current electricity. Three grade 10 teachers from three high schools who were teaching at schools where ICT resources are available participated in this study. Data was collected by means of lesson observations and interviews. The lesson observation and interview transcripts were coded t…
Life Sciences teachers’ practices of informal formative assessment in inquiry-based teaching
This study explored five Life Sciences teachers’ practices of formative assessment when enacting an inquiry-based pedagogy. The ESRU cycle (teacher Elicits a response; the Student responds; the teacher Recognises the student’s response; and then Uses the information collected to support student learning) was used as a coding system in the analysis of speaking turns involving exchanges between the teachers and learners. By tracking the strategies …
South African Grade 12 Science Students’ Understandings of Scientific Inquiry
Evidence of Foundational Knowledge and Conjectural Pathways in Science Learning Progressions
International collaborative follow-up investigation of graduating high school students’ understandings of the nature of scientific inquiry
Understandings of the nature of scientific inquiry (NOSI), as opposed to engaging students in inquiry learning experiences, are included in science education reform documents around the world. However, little is known about what students have learned about NOSI during their pre-college school years. The purpose of this large-scale follow-up international project (i.e. 32 countries and regions, spanning six continents and including 3917 students f…
An Analysis of Selected South African Grade 12 Physical Sciences Textbooks for the Inclusion of the NGSS Science Practices
The Effect of Simulation-Supported Inquiry on South African Natural Sciences Learners’ Understanding of Atomic and Molecular Structures
This study investigated the effect of interactive computer simulation-supported inquiry on South African grade 8 learners’ comprehension of atoms and molecular structures. Two sample groups of 34 learners per sample group were used, one acting as a control group who were exposed to a teacher-directed pedagogy while the experimental group used simulations in inquiry-based learning as an intervention to enhance their understanding of atomic and mol…
Enhancing the pedagogical practice of South African Physical Sciences teachers in inquiry-based teaching through empowerment evaluation
Scientific inquiry has been advocated as a common curriculum goal in school science education in South Africa, and also throughout the world. In South Africa, the introduction of inquiry-based instruction in a reformed science curriculum has met with serious challenges, such as the under-preparedness of in-service teachers. The purpose of this study was to capture, portray and develop the pedagogical practice of Physical Sciences teachers in inqu…
Teachers' perceptions of inquiry-based learning in urban, suburban, township and rural high schools
Teachers' perceptions of inquiry-based learning in urban, suburban, township and rural high schools
The Effect of Simulation-Supported Inquiry on South African Natural Sciences Learners’ Understanding of Atomic and Molecular Structures
This study investigated the effect of interactive computer simulation-supported inquiry on South African grade 8 learners’ comprehension of atoms and molecular structures. Two sample groups of 34 learners per sample group were used, one acting as a control group who were exposed to a teacher-directed pedagogy while the experimental group used simulations in inquiry-based learning as an intervention to enhance their understanding of atomic and mol…
Enhancing the pedagogical practice of South African Physical Sciences teachers in inquiry-based teaching through empowerment evaluation
Scientific inquiry has been advocated as a common curriculum goal in school science education in South Africa, and also throughout the world. In South Africa, the introduction of inquiry-based instruction in a reformed science curriculum has met with serious challenges, such as the under-preparedness of in-service teachers. The purpose of this study was to capture, portray and develop the pedagogical practice of Physical Sciences teachers in inqu…
International collaborative follow-up investigation of graduating high school students’ understandings of the nature of scientific inquiry
Understandings of the nature of scientific inquiry (NOSI), as opposed to engaging students in inquiry learning experiences, are included in science education reform documents around the world. However, little is known about what students have learned about NOSI during their pre-college school years. The purpose of this large-scale follow-up international project (i.e. 32 countries and regions, spanning six continents and including 3917 students f…
An Analysis of Selected South African Grade 12 Physical Sciences Textbooks for the Inclusion of the NGSS Science Practices
Physical Sciences Teachers’ Enactment of Simulations in 5E Inquiry-Based Science Teaching
The aim of this study was to investigate the pedagogical actions of Physical Sciences teachers when enacting simulations in 5E inquiry-based science teaching for current electricity. Three grade 10 teachers from three high schools who were teaching at schools where ICT resources are available participated in this study. Data was collected by means of lesson observations and interviews. The lesson observation and interview transcripts were coded t…
Life Sciences teachers’ practices of informal formative assessment in inquiry-based teaching
This study explored five Life Sciences teachers’ practices of formative assessment when enacting an inquiry-based pedagogy. The ESRU cycle (teacher Elicits a response; the Student responds; the teacher Recognises the student’s response; and then Uses the information collected to support student learning) was used as a coding system in the analysis of speaking turns involving exchanges between the teachers and learners. By tracking the strategies …
South African Grade 12 Science Students’ Understandings of Scientific Inquiry
Evidence of Foundational Knowledge and Conjectural Pathways in Science Learning Progressions
The impact of an empowerment evaluation professional development program on physical sciences teachers’ attitudes, beliefs and behavioral intentions to integrate ICT into their science lessons
The purpose of this research study was to investigate and determine the impact of teacher’s attitudes and beliefs on their behavioral intentions to integrate ICT into their science lessons and to establish the impact of a professional development program underpinned by the principles of empowerment evaluation (EE) on their attitudes and beliefs. The participants were selected from five high schools in Johannesburg, South Africa. A validated quest…
South African Life Sciences teachers’ pedagogical beliefs and their influence on information communication and technology integration
Evidence suggests that learners actively construct knowledge and improve digital literacy when Information Communication and Technologies (ICTs) are used effectively. However, ICTs have not been exploited adequately in a science classroom. Early research argues that teachers’ pedagogical beliefs are potential barriers to delaying effective ICT integration in teaching and learning. In South Africa, research is silent regarding investigating Life S…
Representations of the Nature of Science in South African Physical Sciences Textbooks on Electricity and Magnetism
Completing the progression establishing an international baseline of primary, middle and secondary students’ views of scientific inquiry
Knowledge of scientific inquiry (SI) is considered essential to the development of an individual's Scientific Literacy (SL) and therefore, SI is included in many international science education reform documents. Two previous large scale international studies assessed the SI understandings of students entering middle school and secondary students at the end of their formal K-12 science education. The purpose of this international project was to us…
Factors predicting teachers' implementation of inquiry‐based teaching practices
Inquiry‐Based Teaching Practice (IBTP) is an essential component of science education, and promoting its implementation is at the heart of various reform efforts. Even though science teachers regard IBTP as an essential pedagogical method, they rarely use it for various reasons. This study utilizes Bronfenbrenner's ecological framework to examine potential factors at various levels of the educational ecosystem that predict the implementation of i…
Creating adaptive learning pathways for inquiry-based learning in school science using generative AI large language models
This article explores the potential of generative artificial intelligence (GAI) tools to create adaptive learning pathways for inquiry-based learning (IBL) science instruction. The research compares tailored pathways from ChatGPT 4.0 and Llama 3.1 for differentiated inquiry instruction in science subjects. A qualitative approach was employed using a case study design to provide thick descriptions of Pathways from ChatGPT 4.0 and Llama3.1in suppor…
The Effect of Textbook Analysis as a Teacher Professional Development Tool on Teacher Understanding of Nature of Science
This article reports on the effect of textbook analysis as a tool of teacher professional development on nature of science (NOS) understanding of 10 science teachers in South Africa. The teacher professional development program (TPDP) was based on an explicit reflective methodology of textbook analysis and conducted online due to the Covid-induced lockdown. NOS understanding of the participant teachers was documented pre-training and post-trainin…
Does culture matter in AI adoption? A predictive analysis of cultural dimensions, social influence, and personal innovativeness in the modified UTAUT model
Despite the growing integration of AI in universities, the influence of cultural dimensions on students’ behavioural intention and actual use remains underexplored, particularly in Sub-Saharan Africa. This study investigates the predictive role of Hofstede’s cultural dimensions in shaping university students’ behavioural intention and actual use of AI within a culturally adapted Unified Technology Acceptance Model (UTAUT) framework in higher educ…
A shift in pedagogical orientations of pre-service science teachers
In this study, we investigated shifts in pedagogical orientations of South African Physical Sciences pre-service teachers (PSTs) at a public university, and factors that influence such shifts. The Pedagogy of Science Teaching Test (POSTT) was administered to eight PSTs to establish and classify their pedagogical orientations into direct didactic, direct active, guided inquiry, or open inquiry orientations. Changes in their pedagogical orientation…
Enhancing STEM and STEAM Education at the Grade Level Through Mixed Reality Applications
The advancement of technology has spurred innovation in teaching and learning activities within contemporary education, particularly through the adoption of immersive learning technologies at the grade level. Numerous studies have explored and reviewed the effectiveness of immersive learning technologies (ILT) in science (STEM) education, with various recommendations suggesting that these technologies could also be applied in arts (STEAM) educati…
Pedagogy (14 works) · Psychology (14 works) · Mathematics education (13 works) · Science Education and Pedagogy (13 works) · Science education (10 works) · Education and Critical Thinking Development (9 works) · Computer Science (8 works) · Sociology (8 works) · Educational Strategies and Epistemologies (7 works) · Political science (5 works)