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Shinana, Ester; Ngcoza, Kenneth M.; Mavhunga, Elizabeth – African Journal of Research in Mathematics, Science and Technology Education, 2021
Research findings show that inquiry-based science education has positive effects in improving learning of both science content knowledge and scientific inquiry (SI) skills. As a result, various science curricula, including that of Namibia, recommend the use of an inquiry-based approach in science teaching. However, the implementation of an…
Descriptors: Professional Development, Teacher Workshops, Science Teachers, Science Instruction
Nakakuwa, Tomas; Jawahar, Kavish – African Journal of Research in Mathematics, Science and Technology Education, 2020
The world we live in is increasingly multimodal, necessitating multiliteracy for learners to engage meaningfully with knowledge and skills. While verbal language is the primary medium for constructing, communicating and learning scientific knowledge and concepts, visuals can help learners to gain knowledge that they may not develop from verbal…
Descriptors: Science Teachers, Science Instruction, Teaching Methods, Semiotics
Albin, Simon; Brown, Bruce – African Journal of Research in Mathematics, Science and Technology Education, 2019
Learning rational number concepts is acknowledged as an important task but many learners find it difficult to make sense of them. This paper reports on a case study of the learning in a short (nine-lesson) learning programme for Grade 8 learners in a Namibian school, which sought to use visual models (circle area, bar area and number line) to…
Descriptors: Foreign Countries, Grade 8, Fractions, Visual Aids