dc.contributor.author | Gunga, Samson | |
dc.date.accessioned | 2015-06-17T07:16:31Z | |
dc.date.available | 2015-06-17T07:16:31Z | |
dc.date.issued | 2010 | |
dc.identifier.citation | Journal of Contemporary Issues in Education, 2010, 5(1), pp.45-51 | en_US |
dc.identifier.uri | http://hdl.handle.net/11295/84969 | |
dc.description.abstract | This paper discusses the general ICT challenges in education and poses questions, the attempt of
whose answers establish the manner in which e-learning technology could be appropriate for
understanding and communicating the structures of mathematics and science. Challenges in
understanding mathematics and science arise out of the interaction between these two
intertwined yet disparate disciplines. While mathematical proof is established deductively and
hence conclusive and not amenable to confutation in a logically possible world, scientific truth is
established inductively on probable yet utilitarian grounds in the actual world. While challenges
in implementation of the understanding of mathematics and science through technology arise
from social and infrastructural issues related to ICT in African environment, the difficulty posed
by challenges of communicating the principles of understanding the structure of mathematics and
science are not yet insurmountable. An attempt to bring into coherence the mathematical and
scientific understanding through e-learning instructional paradigm in quasi-philosophic terms is
the main subject of this paper. | en_US |
dc.language.iso | en | en_US |
dc.title | Challenges of Implementation of e-learning in Mathematics, Science and Technology Education (MSTE) in African schools: A Critical Review | en_US |
dc.type | Article | en_US |
dc.type.material | en_US | en_US |