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Onwu, Gilbert O. M.; Mufundirwa, Charles – African Journal of Research in Mathematics, Science and Technology Education, 2020
This paper is about using a 'Two-Eyed Seeing' approach as the process of co-learning for incorporating elements of indigenous knowledge into school science teaching. Two groups of 150 Form 3 integrated science learners drawn from six high schools in Mutare, Zimbabwe, comprised the study sample. One group of learners, the control group, was taught…
Descriptors: Foreign Countries, Indigenous Knowledge, Science Instruction, High School Students
Chagwiza, Conilius Jaison; Maharaj, Aneshkumar; Brijlall, Deonarain – African Journal of Research in Mathematics, Science and Technology Education, 2020
In this paper we focused on university mathematics students' mental constructions on the concept limit of a sequence. The aim was to explore the nature of the mental constructions and to contribute to Action-Process-Object-Schema (APOS) theory in terms of instructional strategy for teaching limit of sequences. The belief that understanding…
Descriptors: College Students, Mathematics Instruction, Teaching Methods, Schemata (Cognition)
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
Zinyeka, Gracious; Onwu, Gilbert O.M.; Braun, Max – African Journal of Research in Mathematics, Science and Technology Education, 2016
Integrating indigenous knowledge (IK) into school science teaching is one way of maximising the socio-cultural relevance of science education for enhanced learners' performance. The epistemological differences however between the nature of science (NOS) and nature of indigenous knowledge (NOIK) constitute a major challenge for an inclusive…
Descriptors: Foreign Countries, Secondary School Teachers, High Schools, Epistemology
Chikunda, Charles – African Journal of Research in Mathematics, Science and Technology Education, 2010
The purpose of the study was to assess the level of gender awareness of science teachers in Zimbabwe's two education districts. A semi-closed questionnaire was administered to a sample of 100 science teachers. The questionnaire assessed teachers' gender awareness based on content, teaching methods, classroom dynamics and their general perception…
Descriptors: Gender Differences, Science Teachers, Teacher Education Curriculum, Inferences