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Mavhunga, Elizabeth; van der Merwe, Denise – African Journal of Research in Mathematics, Science and Technology Education, 2020
The divide between theory and practice is an enduring challenge commonly attributed to disconnection in teacher knowledge between 'knowing what to do' (planning) and 'doing what you know' (enacting in class). We re-visited this divide from the new perspective of pedagogical content knowledge with the purpose of examining the ways in which…
Descriptors: Pedagogical Content Knowledge, Theory Practice Relationship, Teaching Methods, Intervention
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Qhobela, Makomosela; Moru, Eunice Kolitsoe – African Journal of Research in Mathematics, Science and Technology Education, 2020
This study explores the nature of classroom talk as a way of teaching physics implemented by newly trained teachers. Their training introduced them, among others, to sociocultural theory and the promotion of classroom talk as a deliberate teaching strategy. This study is framed by Mortimer and Scott's framework for productive classroom talk. Data…
Descriptors: Foreign Countries, Science Teachers, Physics, Beginning Teachers
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Fritz, Annemarie; Long, Caroline; Herzog, Moritz; Balzer, Lars; Ehlert, Antje; Henning, Elizabeth – African Journal of Research in Mathematics, Science and Technology Education, 2020
Against the background of the low mathematical performance of South African learners in international panel studies, there is an urgent need to improve mathematical education. In particular, the curriculum and its structure raise questions. It is logical that the prescribed curricula should align with learners' developmental trajectories. Given…
Descriptors: Foreign Countries, Fundamental Concepts, Knowledge Level, Curriculum Development
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Juta, Abigail; Van Wyk, Chris – African Journal of Research in Mathematics, Science and Technology Education, 2020
This paper reports on an investigation into management in Mathematics classrooms. Classroom management is contextualised in terms of the managerial actions required to manage classrooms effectively and the extent to which effective classroom management responds to contextual challenges. Relevant literature is reviewed, and theoretical perspectives…
Descriptors: Classroom Techniques, Mathematics Instruction, Administrator Attitudes, Teacher Attitudes
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Buma, Anastasia; Nyamupangedengu, Eunice – African Journal of Research in Mathematics, Science and Technology Education, 2020
Recent reforms in science education highlight the need for student-centred approaches to teaching in school curriculum policy in South Africa. Science teachers are required to move away from traditional teacher-centred practices which regard students as mere passive recipients of knowledge. In this study, we examine classroom talk for the type of…
Descriptors: Foreign Countries, Science Instruction, Genetics, Scientific Concepts
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Das, Dillip Kumar – African Journal of Research in Mathematics, Science and Technology Education, 2020
Debates continue about assessment methods and tasks in higher engineering education that would enable assessment of cognitive learning attributes and attainment of graduate attributes. This study explored the students' perceptions of the conventional and alternative assessment methods that are relevant and could be used to assess cognitive…
Descriptors: Foreign Countries, Undergraduate Students, Student Attitudes, Civil Engineering
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Iwuanyanwu, Paul Nnanyereugo; Ogunniyi, Meshach Bolaji – African Journal of Research in Mathematics, Science and Technology Education, 2020
The aim of the study was to determine the effects of a dialogical argumentation instructional model (DAIM) on pre-service teachers' ability to solve conceptual maths-in-physics (MIP) problems. Using a quasi-experimental design the study included two equal groups of pre-service teachers (N = 40) to follow two instructional methods in which the…
Descriptors: Persuasive Discourse, Teaching Methods, Instructional Effectiveness, Preservice Teachers
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Khechane, Nkoja C.; Makara, Mamocheta C.; Rambuda, Awelani M. – African Journal of Research in Mathematics, Science and Technology Education, 2020
The purpose of this research was to investigate primary mathematics teachers' assessment practices in the context of the new integrated primary curriculum. This was a case study in which data were collected through classroom observations and interviews. Findings from the study revealed that teachers were able to use some of the assessment for…
Descriptors: Foreign Countries, Elementary School Teachers, Mathematics Teachers, Student Evaluation
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Askew, Mike – African Journal of Research in Mathematics, Science and Technology Education, 2020
This paper argues that there is a gap in the research on teaching and learning mathematics, and thus a need for research into effective teaching practices. From a selective review of literature, reasons are examined as to why less emphasis appears to have been placed on generating knowledge about teaching and effective mathematical teaching…
Descriptors: Mathematics Instruction, Educational Research, Instructional Effectiveness, Teaching Methods
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Barasa, Laura – African Journal of Research in Mathematics, Science and Technology Education, 2020
This study examines the relationship between teacher quality and student achievement in Mathematics among Grade 4 pupils located in 91 urban primary schools and 181 rural primary schools in Kenya. We hypothesise that teacher quality indicators including teacher characteristics, teacher qualification comprising initial teacher education and teacher…
Descriptors: Foreign Countries, Teacher Competencies, Mathematics Achievement, Elementary School Students
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Jacinto, Everton Lacerda; Jakobsen, Arne – African Journal of Research in Mathematics, Science and Technology Education, 2020
While a consensus within the field exists that pre-service teachers need adequate knowledge and skills to become effective teachers in mathematics, less is known about how they understand the mathematical knowledge needed for teaching in elementary education. This paper explores how Malawian pre-service teachers understand the mathematical…
Descriptors: Preservice Teachers, Elementary School Teachers, Foreign Countries, Knowledge Base for Teaching
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Juggernath, Avashkumar; Govender, Nadaraj – African Journal of Research in Mathematics, Science and Technology Education, 2020
Ample research exists on barriers to the use of computers as a form of information and communication technologies (ICTs) in teaching. The most common barrier reported to prevent teachers from using computers in teaching is the lack of resources. However when resources are available, ICTs are still often not effectively integrated into teaching.…
Descriptors: Natural Sciences, Science Teachers, Teacher Attitudes, Beliefs
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Worku, Hassen; Alemu, Mekbib – African Journal of Research in Mathematics, Science and Technology Education, 2020
The purpose of this case study was to determine the functions of pre-service teachers' talk and to explore how the teacher educator supports the development of conceptual understanding in a dialogic classroom setting. The participants in the study were a physics teacher educator who employed dialogic teaching to teach mechanics and 52 third-year…
Descriptors: Dialogs (Language), Teacher Educators, Preservice Teachers, Preservice Teacher Education
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Du Toit, Adri – African Journal of Research in Mathematics, Science and Technology Education, 2020
Technology as a school subject has extensive entrepreneurship potential, especially when combined with the practical production aspects that form part of the intended curriculum. The South African Senior Phase Technology curriculum is silent on the topic of entrepreneurship and as a result, this potential is not reaching learners in a country with…
Descriptors: Entrepreneurship, Design, Technology Education, Foreign Countries
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Tarekegn, Getachew; Alemu, Mekbib; Taddesse, Mesfin; Kind, Per M. – African Journal of Research in Mathematics, Science and Technology Education, 2020
In physics education, assessments address various forms of scientific knowledge. Most of the existing test instruments emphasise the assessment of content knowledge. These tests fail to measure the epistemic aspects of science. Thus, assessing epistemic knowledge is a theme that demands investigation. This study applies Rasch analysis to help…
Descriptors: Science Teachers, Knowledge Level, Energy, Magnets
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