B. Ed in Science, M. Ed in Science Education-Dar, PhD. Education-Sussex
Science Education, Technology Education
Research interests: Epistemological beliefs, pedagogy, teacher education, curriculum, science teaching
Teach Secondary, Women in STEM
Recent publications:
Byukusenge, C., Nsanganwimana, F. & Tarmo, A. P. (2022). Enhancing students’ understanding of Nerve Cells’ structures and their symbiotic functioning by using technology-enhanced instruction incorporating Virtual Labs and Animations. Journal of Science Education and Technology. https://doi.org/10.1007/s10956-022-10002-3
Byukusenge, C., Nsanganwimana, F. & Tarmo, A. P. (2022). Difficult topics in the revised biology curriculum for advanced level secondary schools in Rwanda: teachers’ perceptions of causes and remedies. Journal of Biological Education, http://dx.doi.org/10.1080/00219266.2021.2012225.
Mwinuka, E. J. & Tarmo, A. P. (2021). Influence of teachers’ mathematical knowledge for teaching on students’ academic achievement in secondary Mathematics in Tanzania. Papers in Education and Development, 38(2), 178-199. https://journals.udsm.ac.tz/index.php/ped/article/view/4341
Tarmo, A. P. (2021). Integrating assessment for learning into the teaching and learning of secondary school biology in Tanzania. Centre for Educational Policy Studies Journal: DOI: 10.26529/cepsj.958
Tarmo, A. P. & Kimaro, A. R. (2021). The Teacher Education Curriculum and its Competency-Based Education Attributes. The Journal of Competency-Based Education. https://doi.org/10.1002/cbe2.1255
Tarmo, A. P. (2019). Science Teachers’ Beliefs and the Epistemological Underpinnings of the Science Curriculum for Secondary Education in Tanzania. Papers in Education and Development, 37(2). https://journals.udsm.ac.tz/index.php/ped/article/view/3502
Tarmo, A. P. (2016). Pre-service science teachers’ epistemological beliefs and teaching reforms in Tanzania. Cogent Education 3(1), 117857. https://www.tandfonline.com/doi/abs/10.1080/2331186X.2016.1178457