Abstract:
The Galileoscope is an essential tool for teaching and learning optics, allowing students to explore the fundamental principles of refracting telescopes through hands-on assembly. This study was grounded in Kolb’s experiential learning theory, which emphasises learning by doing. Physics teachers in three Teacher Training Colleges (TTCs) in the Southern Province of Rwanda incorporated the Galileoscope into their optics lessons by demonstrating its components and facilitating student-led assembly of miniature telescopes. The primary objectives of this research were to examine the current usage of the Galileoscope in teaching optics, identify the challenges faced by teachers in its effective implementation, and propose strategies to enhance its utilisation. A mixed-method research approach was adopted, employing both qualitative and quantitative data collection techniques. The study was conducted in three TTCs, one each from Muhanga, Nyamagabe, and Nyaruguru districts, selected through purposive sampling. The research sample comprised 102 students specialising in Science, Mathematics, and Education (SME), along with 3 physics teachers. Data were gathered through questionnaires, interviews, and classroom observations, ensuring a comprehensive understanding of how the Galileoscope is integrated into optics education. The study analysed the collected data using descriptive statistics and thematic analysis. The findings revealed that 59.9% of respondents acknowledged that the Galileoscope was sometimes used in teaching optics, though its application varied among teachers due to a lack of formal training. Furthermore, 75.5% of participants emphasised that hands-on activities were the most effective instructional approach when using the Galileoscope. The study also highlighted barriers such as limited teacher proficiency, lack of instructional resources, and technical challenges including adjustment of the Galileoscope for optimal viewing. These factors contributed to inconsistent usage across the TTCs. Based on these findings, the study concluded that while the Galileoscope is a valuable teaching tool, its effectiveness is delayed by insufficient training and technical challenges. There is a need for structured professional development programs to equip teachers with the necessary skills to integrate the Galileoscope more effectively into their teaching practices. Additionally, improved resource allocation and instructional support could enhance its usability in the classroom.
