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Direct linkTarekegn, 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
Mazibe, Ernest Nkosingiphile; Gaigher, Estelle; Coetzee, Corene – African Journal of Research in Mathematics, Science and Technology Education, 2020
It has recently been suggested that pedagogical content knowledge (PCK) has a concept-specific nature, beyond the topic-specific level of PCK. This paper reports a case study of three pre-service teachers' reported PCK about three fundamental concepts within the topic of electrostatics, namely electrostatic force, electric field and electric field…
Descriptors: Pedagogical Content Knowledge, Knowledge Level, Fundamental Concepts, Concept Teaching
Dega, Bekele Gashe; Govender, Nadaraj – African Journal of Research in Mathematics, Science and Technology Education, 2016
This study compares the scientific and alternative conceptions of energy and momentum of university first-year science students in Ethiopia and the US. Written data were collected using the Energy and Momentum Conceptual Survey developed by Singh and Rosengrant. The Concentration Analysis statistical method was used for analysing the Ethiopian…
Descriptors: Foreign Countries, Comparative Education, Energy, Motion
Hekkenberg, Ans; Lemmer, Miriam; Dekkers, Peter – African Journal of Research in Mathematics, Science and Technology Education, 2015
In an exploratory study, 36 South African physical science teachers' understanding of basic concepts concerning electric and magnetic fields was studied from a perspective of possible concept confusion. Concept confusion is said to occur when features of one concept are incorrectly attributed to a different concept, in the case of this study to…
Descriptors: Energy, Magnets, Misconceptions, Knowledge Base for Teaching
Meiring, Les; Webb, Paul – African Journal of Research in Mathematics, Science and Technology Education, 2012
This study focuses on the effects of the exposure of pre-service education students (n=87) to a variety of toys used as educative curriculum material in an attempt to develop their understanding of energy. Changes in their knowledge, their confidence in terms of this knowledge, and the reasons they attributed for any changes in both their…
Descriptors: Teaching Methods, Preservice Teachers, Toys, Energy
Lemmer, Miriam – African Journal of Research in Mathematics, Science and Technology Education, 2011
More than a thousand Grade 10 Physical Science learners from four South African provinces participated in a study that probed their conceptions of energy. The purpose was to determine the learners' conceptual resources, i.e. their initial conceptions, and identify the potentially productive resources from which they may construct physics concepts.…
Descriptors: Foreign Countries, High School Students, Grade 10, Knowledge Level
