Aloys Iyamuremye | science education | Young Scientist Award

Mr. Aloys Iyamuremye , University of Rwanda college of education, Rwanda.

Mr. Aloys Iyamuremye is a PhD candidate in Chemistry Education at the University of Rwanda. With a Master’s degree in Chemistry Education, he aims to enhance the quality of teaching in mathematics and science through technology. He has over three years of teaching experience and currently serves as a part-time trainer, assistant lecturer, and data analyst for various educational projects. A dedicated researcher, he has published over 30 articles in high-impact journals, focusing on the integration of technology in science education.

Publication profile

Education and Experience

PhD Candidate in Chemistry Education (2023 – present)
Part-Time Trainer, Keza Education Future Lab (2023 – present)
Part-Time Chemistry Assistant Lecturer, Kigali Independent University (2023 – present)
Data Analyst, Rwanda Quality Basic Education Project (2022 – present)
Chemistry Teacher, G.S Rukara Catholic Education (2020 – 2023)
Master’s Degree in Education, Chemistry Education (2019 – 2022)
Bachelor’s Degree in Education, Chemistry Education (2014 – 2018)

Suitability For The Award

Mr. Aloys Iyamuremye is a distinguished candidate for the Young Scientists Award, showcasing a profound commitment to enhancing science education through innovative practices and research. As a PhD candidate in Chemistry Education at the University of Rwanda, he embodies the qualities of a promising young scientist, making significant contributions to the field while actively engaging in community-oriented educational initiatives.

Professional Development ()

Mr. Iyamuremye is actively involved in empowering chemistry teachers through innovative training and research projects. He has contributed to various educational initiatives, such as the “Plug in Play” project with Right to Play Rwanda, aimed at integrating technology into teaching. His leadership and organizational skills have fostered collaboration among educators, enhancing the learning experience. Through his research, he bridges the gap between policy and practice, ultimately improving education quality in Rwanda.

Research Focus

Mr. Iyamuremye’s research centers on the integration of technology in science education, particularly in chemistry. He explores innovative teaching methods to enhance student engagement and learning outcomes. His studies aim to bridge the gap between educational policy and classroom practice, ensuring that technology is effectively utilized in teaching mathematics and sciences. He has published extensively, contributing valuable insights to the field.

Awards and Honors ()

Empowering Chemistry Teachers Grant by Mastercard Foundation (2023)
Fortifying Locally Consumed Vegetables Project Grant by NCST (2023)
Nurturing Chemistry Teachers Grant by Mastercard Foundation (2023)

Publications

“Dataset collected to evaluate the impact of continuous professional development training on Rwandan upper primary and lower secondary mathematics and science teachers’ content knowledge and beliefs” – Cogent Education (2024), cited by 3.
“Examining the utilization of web-based discussion tools in teaching and learning organic chemistry in selected Rwandan secondary schools” – Heliyon (2024), cited by 5.
“Utilization of artificial intelligence and machine learning in chemistry education: a critical review” – Discover Education (2024), cited by 12.
“Exploring the skills acquired by mathematics and science teachers through the development of scripted lessons for continuous professional development” – Education and Information Technologies (2024), cited by 6.
“Exploring Secondary School Students’ Interest and Mastery of Atomic Structure and Chemical Bonding through ChatGPT” – Educational Journal of Artificial Intelligence and Machine Learning (2024), cited by 4.
“Effectiveness of the continuous professional development training on upper primary mathematics and science and elementary technology teachers’ Pedagogical Content Knowledge in Rwanda” – Discover Education (2024), cited by 9.
“Enhancing Understanding of Challenging Chemistry and Physics Concepts in Secondary Schools of Kayonza District through Computer Simulation-Based Learning” – Journal of Classroom Practices (2023), cited by 7.
“Impact of computer-based simulations on students’ learning of organic chemistry in the selected secondary schools of Gicumbi District in Rwanda” – Education and Information Technologies (2023), cited by 8.