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Showing 1 to 15 of 85 results Save | Export
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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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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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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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Van Wyk, Grizelda; De Beer, Josef – African Journal of Research in Mathematics, Science and Technology Education, 2019
This paper examines student teachers' perceptions of their professional development while engaging in work-integrated learning at a teaching school in South Africa. Teacher educators often assume that practical aspects of pre-service education will be dealt with when student teachers are attached to schools for several weeks. However, the…
Descriptors: Theory Practice Relationship, Biological Sciences, Student Teacher Attitudes, Communities of Practice
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Bowie, Lynn; Venkat, Hamsa; Askew, Mike – African Journal of Research in Mathematics, Science and Technology Education, 2019
The Primary Teacher Education (PrimTEd) project was established in response to concerns about the pre-service preparation of primary teachers in South Africa. In order to inform the development of appropriate pre-service mathematics courses, an initial need in the PrimTEd project was to establish the nature of the mathematical knowledge of…
Descriptors: Foreign Countries, Preservice Teachers, Mathematics Teachers, Pedagogical Content Knowledge
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Moru, Eunice Kolitsoe; Rammea, Lisema – African Journal of Research in Mathematics, Science and Technology Education, 2019
The use of logic is an integral part of mathematical reasoning and communication. This exploratory study explored the reasoning by 122 science students from a university in Lesotho about the truth or falsity of conditional statements. Written tasks and interviews were used as methods of data collection to produce qualitative data. The tasks…
Descriptors: Student Attitudes, Ethics, Science Education, Mathematical Logic
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Dagogo, Ibiye Tonye; Davidowitz, Bette; Taylor, Dale L. – African Journal of Research in Mathematics, Science and Technology Education, 2019
This study examined final year undergraduate chemistry students' choice of study programme offered at a large research-intensive university in South Africa, applying Social Cognitive Career Theory as a theoretical framework. The sample consisted of 18 students of diverse ethnicity and gender from both the extended curriculum programme and the…
Descriptors: Foreign Countries, Undergraduate Students, Chemistry, Majors (Students)
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Mundy, Christine; Potgieter, Marietjie – African Journal of Research in Mathematics, Science and Technology Education, 2019
In this study, action research was used over two years to refine the implementation of process-oriented guided inquiry learning for chemistry students in an academic development programme at a research-intensive South African university. Students' responses to guided inquiry were collected based on a three-pillar framework underpinned by cognitive…
Descriptors: Inquiry, Active Learning, Chemistry, Foreign Countries
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Chirikure, Tamirirofa; Govender, Nadaraj; Sibanda, Doras; Kolobe, Lebala; Good, Mary-Anne; Ngema, Sebenzile – African Journal of Research in Mathematics, Science and Technology Education, 2019
Students' approaches to learning have a significant impact on the outcomes of any educational programme. In the light of the documented concerns about the quality of students' engagement with academic work, this study sets out to determine and explain preservice teachers' (PSTs) approaches to learning. This was based on the premise that, while…
Descriptors: Physical Sciences, Science Teachers, Preservice Teachers, Learning Strategies
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Kok, Petrus Jacobus; Bayaga, Anass – African Journal of Research in Mathematics, Science and Technology Education, 2019
Graphic Communication and Design (GCD) students often struggle to understand and convert multi-faceted objects from orthographic (2D) into isometric (3D). Research established a strong link between spatial visualisation and the field of Graphics Communication. Conventional teaching and learning practice using textbooks, physical models and pencil…
Descriptors: Spatial Ability, Graphic Arts, Visualization, College Students
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Dukhan, Shalini; Brenner, Elisabeth; Cameron, Ann – African Journal of Research in Mathematics, Science and Technology Education, 2019
Learning within first-year biology is about inquiry, but in this content-heavy science students can easily fall into the trap of parrot-fashion learning. This study investigates the influence of lecturers' expectation of students in meaning making on the nature of their slides and the quality of students' note-making. Data were collected by…
Descriptors: College Faculty, Teacher Expectations of Students, Visual Aids, Notetaking
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Mutambara, Lillias; Bansilal, Sarah – African Journal of Research in Mathematics, Science and Technology Education, 2019
This exploratory study investigated 10 pre-service mathematics students' understanding of vector subspaces at a university in Zimbabwe. The study involved an in-depth document analysis of the students' written responses to five items based on the vector subspace concept. An APOS (Action--Process--Object--Schema) approach was used to identify the…
Descriptors: Preservice Teachers, Mathematics Teachers, Mathematical Concepts, Concept Formation
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