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Lemmer, Miriam; Kriek, Jeanne; Erasmus, Benita – Research in Science Education, 2020
This study established whether 12 South African secondary school physics students had incorrect conceptions of basic magnetism and if they had, to what extent they consistently applied such conceptions. Different scenarios in the form of thought experiments were presented in a clinical interview approach. A complex systems perspective underpinned…
Descriptors: Magnets, Secondary School Students, Physics, Misconceptions
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Ferreira, Annalize; Lemmer, Miriam; Gunstone, Richard – Research in Science Education, 2019
While a vast body of research has identified difficulties in students' understanding about forces and acceleration and their related alternative conceptions, far less research suggests ways to use students' alternative conceptions to enhance conceptual understanding of a specific fundamental concept. This study focused on distinguishing between…
Descriptors: Concept Formation, Scientific Concepts, Physics, Fundamental Concepts
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Akuma, Fru Vitalis; Callaghan, Ronel – Research in Science Education, 2019
Inquiry-based science education has been incorporated in science curricula internationally. In this regard, however, many teachers encounter challenges. The challenges have been characterised into those linked to the personal characteristics of these teachers (intrinsic challenges) and others associated with contextual factors (extrinsic…
Descriptors: Inquiry, Science Instruction, Teaching Methods, Barriers
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Lehesvuori, Sami; Ramnarain, Umesh; Viiri, Jouni – Research in Science Education, 2018
There is an ongoing reform towards more inquiry-based teaching in school curriculum policy in South Africa. Reform towards more inquiry-based approaches is already integrated in pre-service teacher education programmes. As inquiry-based approaches have been gaining momentum worldwide, there is an increasing concern that dialogic interaction in…
Descriptors: Science Instruction, Science Teachers, Teaching Methods, Active Learning
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Mavhunga, Elizabeth; Rollnick, Marissa – Research in Science Education, 2016
In science education, learner-centred classroom practices are widely accepted as desirable and are associated with responsive and reformed kinds of teacher beliefs. They are further associated with high-quality Pedagogical Content Knowledge (PCK). Topic-Specific Pedagogical Content Knowledge (TSPCK), a version of PCK defined at topic level, is…
Descriptors: Foreign Countries, Science Teachers, Preservice Teachers, Student Teacher Attitudes
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Luckay, Melanie B.; Laugksch, Rudiger C. – Research in Science Education, 2015
This article describes the development and validation of an instrument that can be used to assess students' perceptions of their learning environment as a means of monitoring and guiding changes toward social constructivist learning environments. The study used a mixed-method approach with priority given to the quantitative data collection. During…
Descriptors: Foreign Countries, Constructivism (Learning), Educational Environment, Science Education
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Ramnarain, Umesh; Schuster, David – Research in Science Education, 2014
In recent years, inquiry-based science instruction has become widely advocated in science education standards in many countries and, hence, in teacher preparation programmes. Nevertheless, in practice, one finds a wide variety of science instructional approaches. In South Africa, as in many countries, there is also a great disparity in school…
Descriptors: Science Teachers, Science Instruction, Teacher Attitudes, Teaching Methods
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Ramnarain, Umesh; de Beer, Josef – Research in Science Education, 2013
In this paper, we report on the experiences of three 9th-grade South African students (13-14 years) in doing open science investigation projects for a science expo. A particular focus of this study was the manner in which these students merge the world of school science with their social world to create a hybrid space by appropriating knowledge…
Descriptors: Foreign Countries, Science Education, Grade 9, Secondary School Science
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Dlamini, Betty; Rollnick, Marissa; Lotz, Sandra; Lubben, Fred – Research in Science Education, 2001
Reports on an investigation of the status of procedural knowledge in chemistry among students entering into bridging programs at two South African universities. Findings show that students overall tend to repeat in order to get a recurring reading. Very few students were able to use a line of best fit for a set of graphical data. Discusses…
Descriptors: Chemistry, Concept Formation, Data Interpretation, Foreign Countries