| Teacher beliefs and attitudes about inquiry-based learning in a rural school district in South Africa U Ramnarain, M Hlatswayo South African Journal of Education 38 (1), 2018 | 189 | 2018 |
| Teachers' perceptions of inquiry-based learning in urban, suburban, township and rural high schools: The context-specificity of science curriculum implementation in South Africa UD Ramnarain Teaching and teacher education 38, 65-75, 2014 | 161 | 2014 |
| The pedagogical orientations of South African physical sciences teachers towards inquiry or direct instructional approaches U Ramnarain, D Schuster Research in Science Education 44, 627-650, 2014 | 138 | 2014 |
| Understanding the influence of intrinsic and extrinsic factors on inquiry‐based science education at township schools in South Africa U Ramnarain Journal of Research in Science teaching 53 (4), 598-619, 2016 | 124 | 2016 |
| A systematic review of computational thinking in science classrooms AA Ogegbo, U Ramnarain Studies in Science Education 58 (2), 203-230, 2022 | 105 | 2022 |
| An analysis of South African Grade 9 natural sciences textbooks for their representation of nature of science UD Ramnarain, T Chanetsa International Journal of Science Education 38 (6), 922-933, 2016 | 81 | 2016 |
| South African university students’ attitudes towards chemistry learning in a virtually simulated learning environment M Penn, U Ramnarain Chemistry education research and practice 20 (4), 699-709, 2019 | 80 | 2019 |
| Representations of chemical phenomena in secondary school chemistry textbooks JE Upahi, U Ramnarain Chemistry Education Research and Practice 20 (1), 146-159, 2019 | 78 | 2019 |
| South African physical sciences teachers’ perceptions of new content in a revised curriculum U Ramnarain, D Fortus South African journal of education 33 (1), 2013 | 75 | 2013 |
| Representations of nature of science in school science textbooks CV McDonald, F Abd-El-Khalick Representations of nature of science in school science textbooks, 1-19, 2017 | 74 | 2017 |
| The relationship between chemistry self-efficacy of South African first year university students and their academic performance U Ramnarain, S Ramaila Chemistry Education Research and Practice 19 (1), 60-67, 2018 | 72 | 2018 |
| Challenging transmission modes of teaching in science classrooms: Enhancing learner-centredness through dialogicity S Lehesvuori, U Ramnarain, J Viiri Research in Science Education 48, 1049-1069, 2018 | 71 | 2018 |
| The effect of inquiry‐based learning on the achievement goal‐orientation of grade 10 physical sciences learners at township schools in South Africa P Mupira, U Ramnarain Journal of Research in Science Teaching 55 (6), 810-825, 2018 | 71 | 2018 |
| Teachers’ knowledge and views on the use of learners’ socio-cultural background in teaching Natural Sciences in Grade 9 township classes L Mavuru, U Ramnarain African Journal of Research in Mathematics, Science and Technology Education …, 2017 | 70 | 2017 |
| Teachers’ use of questioning in supporting learners doing science investigations U Ramnarain South African Journal of Education 31 (1), 2011 | 54 | 2011 |
| The use of simulations in correcting electricity misconceptions of grade 10 South African physical sciences learners U Ramnarain, S Moosa International Journal of Innovation in Science and Mathematics Education 25 (5), 2017 | 49 | 2017 |
| Language affordances and pedagogical challenges in multilingual grade 9 natural sciences classrooms in South Africa L Mavuru, UD Ramnarain International Journal of Science Education 42 (14), 2472-2492, 2020 | 48 | 2020 |
| A comparative analysis of South African Life Sciences and Biology textbooks for inclusion of the nature of science U Ramnarain, K Padayachee South African Journal of Education 35 (1), 1-8, 2015 | 45 | 2015 |
| The spectrum of pedagogical orientations of Malawian and South African physical science teachers towards inquiry U Ramnarain, D Nampota, D Schuster African Journal of Research in Mathematics, Science and Technology Education …, 2016 | 42 | 2016 |
| Shifting South African learners towards greater autonomy in scientific investigations U Ramnarain, P Hobden Journal of Curriculum Studies 47 (1), 94-121, 2015 | 41 | 2015 |
Mafor PennAssociate Professor, Mathemathics, Science and Technology Education, University of Johannesburgכתובת אימייל מאומתת בדומיין uj.ac.za