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Sub-Saharan Africa secondary school science curricula recognise language as the most important communication tool for learners' biology learning outcomes. Despite this prominent goal, learners' scientific literacy at secondary school appears to be insufficient to cope with classroom teaching and learning of biology. This paper presents a review of literature regarding the way English as the language of instruction and inquiry-based learning strategies affect biology learning in Sub-Saharan Africa secondary schools. The scope of the review included journal articles, books and book chapters published in the period from 2005 to 2020 on the English language of instruction in biology education in Sub-Saharan Africa. We established criteria for first article searches indexed in Scopus, African Journals Online, the Education Resources Information Center, Web of Science and Psych Info as recognised index systems for science education. We considered studies related to the understanding of learners' language backgrounds, language-in-education policy and pedagogical language strategies (practice) that mediate learning. In this case, 53 studies were identified after removing redundancies; 27 studies satisfied the inclusion criteria when screened by key words and abstract and reviewed for eligibility; and only nine were selected after evaluating the full texts. The review analysis suggests that there is a gap in the corpus of literature on what and how pedagogical language strategies should be utilised to support meaningful learning of biology in multilingual settings. Poor learners' academic achievement and conceptual engagement in biology at secondary school level were the main effects reported by the reviewed literature. Less is still known about the effect of the use of inquiry-based learning strategies on learners' conceptual engagement in multilingual biology classrooms. We recommend formulating a clear policy articulation on the use of bilingual instructions in teaching and learning of biology at the secondary school level; assessing teacher and learner performance over pedagogical language strategies; and evaluating the contribution of IBL strategies in addressing language barriers in biology learning for higher order thinking skills in Sub-Saharan Africa secondary schools. [ABSTRACT FROM AUTHOR]

The purpose of this study was to assess how the Inquiry Based Learning approach supports the development of students' academic language proficiency in invertebrate systematic. The study was framed by Halliday's sociolinguistic approach to learning. A total of 50 classroom observation sessions at 10 schools were conducted: 10 before and 40 after the intervention. Twenty purposively selected teachers and 200 randomly selected Form 4 students participated in this study. Data were collected using a mixed-method research approach through a lesson observation checklist and evaluation sheet. Further, qualitative data were analysed thematically, and themes were transcribed and coded. Quantitative data were analysed using frequencies and percentages. Key findings revealed a progressive positive change in teaching and learning invertebrates using the 5Es (Engage/Excite, Explore, Explain, Elaborate, Evaluate) instructional model. Students' writing skills were highly improved, and the phases which contributed to the improvement included, in particular, Explore and Explain. However, reading was rarely observed in any phases of the 5Es cycle. The study recommends the use of the inquiry-based learning approach in teaching and learning of invertebrate systematic to improve students' academic language proficiency at secondary school level. [ABSTRACT FROM AUTHOR]

We present the first record of the ant Pheidole megatron Fischer and Fisher, 2013 in Rwanda, a species thought to be endemic to the Malagasy region. Specimens were collected in July 2019, in one of the houses located at Kivumu, in the center of Rwanda. They were first morphologically identified as Pheidole megatron using a recent identification key. Molecular identification through mitochondrial cytochrome oxidase I (COI) confirmed the morphological identification. The Rwanda sample clustered with samples from the Comoros, and it belongs to the group megacephala. Future studies may focus on the biology and ecology of this ant species in Africa. Moreover, we suggest the screening of other African populations of Pheidole megacephala using finer genetic markers with higher mutation rates to clarify the identification and spread of the species. [ABSTRACT FROM AUTHOR]

This research presents a case study on perceptions of local people on the use of Nyabrongo river wetland and its conservation in Rwanda. It critically examines the potential implications of a shift in wetland use and management practices for local people and presents empirical data from a household survey, group discussions, and observations from transect walks. Results showed that the change in the use and management regime of Nyabarongo river wetland poses substantial loss for local people in terms of provision of resources, income, and access to the wetland, so that the majority of the participants are not happy with the current use of the wetland. Research concluded that there should be participation of all stakeholders, including local people, during policy development in order to shift from command-and-control toward local stakeholder integration in decision making. [ABSTRACT FROM PUBLISHER]

Background: The Informed Health Choices Key Concepts are principles for thinking critically about healthcare claims and deciding what to do. The Key Concepts provide a framework for designing curricula, learning resources, and evaluation tools. Objectives: To prioritise which of the 49 Key Concepts to include in resources for lower secondary schools in East Africa. Methods: Twelve judges used an iterative process to reach a consensus. The judges were curriculum specialists, teachers, and researchers from Kenya, Uganda, and Rwanda. After familiarising themselves with the concepts, they pilot-tested draft criteria for selecting and ordering the concepts. After agreeing on the criteria, nine judges independently assessed all 49 concepts and reached an initial consensus. We sought feedback on the draft consensus from other stakeholders, including teachers. After considering the feedback, nine judges independently reassessed the prioritised concepts and reached a consensus. The final set of concepts was determined after user-testing prototypes and pilot-testing the resources. Results: The first panel of judges prioritised 29 concepts. Based on feedback from teachers, students, curriculum specialists, and members of the research team, two concepts were dropped. A second panel of nine judges prioritised 17 of the 27 concepts that emerged from the initial prioritisation and feedback. Based on feedback on prototypes of lessons and pilot-testing a set of 10 lessons, we determined that it was possible to introduce nine concepts in 10 single-period (40-minute) lessons. We included eight of the 17 prioritised concepts and one additional concept. Conclusion: Using an iterative process with explicit criteria, we prioritised nine concepts as a starting point for students to learn to think critically about healthcare claims and choices. [ABSTRACT FROM AUTHOR]