Publisher: Taylor and Francis   (Total: 2601 journals)

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Showing 1 - 200 of 2601 Journals sorted alphabetically
a/b : Auto/Biography Studies : J. of The Autobiography Society     Hybrid Journal   (Followers: 21, SJR: 0.139, CiteScore: 0)
Accountability in Research: Policies and Quality Assurance     Hybrid Journal   (Followers: 18, SJR: 0.506, CiteScore: 1)
Accounting and Business Research     Hybrid Journal   (Followers: 34, SJR: 0.97, CiteScore: 2)
Accounting Education: An Intl. J.     Hybrid Journal   (Followers: 23, SJR: 0.755, CiteScore: 1)
Accounting History Review     Hybrid Journal   (Followers: 23, SJR: 0.402, CiteScore: 1)
Accounting in Europe     Hybrid Journal   (Followers: 15, SJR: 0.396, CiteScore: 1)
Acta Agriculturae Scandinavica, Section A - Animal Sciences     Hybrid Journal   (Followers: 11, SJR: 0.287, CiteScore: 1)
Acta Agriculturae Scandinavica, Section B - Plant Soil Science     Hybrid Journal   (Followers: 8, SJR: 0.414, CiteScore: 1)
Acta Borealia: A Nordic J. of Circumpolar Societies     Hybrid Journal   (Followers: 1, SJR: 0.242, CiteScore: 1)
Acta Chirurgica Belgica     Hybrid Journal   (SJR: 0.205, CiteScore: 0)
Acta Clinica Belgica     Hybrid Journal   (Followers: 1, SJR: 0.322, CiteScore: 1)
Acta Linguistica Hafniensia: Intl. J. of Linguistics     Hybrid Journal   (Followers: 8, SJR: 0.133, CiteScore: 0)
Acta Odontologica Scandinavica     Hybrid Journal   (Followers: 7, SJR: 0.706, CiteScore: 2)
Acta Oncologica     Hybrid Journal   (Followers: 6, SJR: 1.4, CiteScore: 3)
Acta Orthopaedica     Open Access   (Followers: 36, SJR: 1.87, CiteScore: 3)
Acta Oto-Laryngologica     Hybrid Journal   (Followers: 6, SJR: 0.667, CiteScore: 1)
Acta Oto-Laryngologica Case Reports     Open Access   (Followers: 2)
Action in Teacher Education     Hybrid Journal   (Followers: 76)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 43, SJR: 0.229, CiteScore: 0)
Activities, Adaptation & Aging     Hybrid Journal   (Followers: 5, SJR: 0.224, CiteScore: 0)
Acute Cardiac Care     Hybrid Journal   (Followers: 8, SJR: 0.26, CiteScore: 0)
Addiction Research & Theory     Hybrid Journal   (Followers: 26, SJR: 0.638, CiteScore: 2)
Adelphi series     Hybrid Journal   (Followers: 14)
Adipocyte     Open Access   (Followers: 1, SJR: 0.914, CiteScore: 2)
Administrative Theory & Praxis     Full-text available via subscription   (Followers: 7)
Adoption Quarterly     Hybrid Journal   (Followers: 8, SJR: 0.436, CiteScore: 1)
Advanced Composite Materials     Hybrid Journal   (Followers: 76, SJR: 0.498, CiteScore: 1)
Advanced Device Materials     Open Access   (Followers: 6)
Advanced Manufacturing: Polymer & Composites Science     Open Access   (Followers: 37)
Advanced Robotics     Hybrid Journal   (Followers: 30, SJR: 0.359, CiteScore: 1)
Advances in Applied Ceramics     Hybrid Journal   (Followers: 5, SJR: 0.371, CiteScore: 1)
Advances in Building Energy Research     Hybrid Journal   (Followers: 11, SJR: 0.444, CiteScore: 1)
Advances in Eating Disorders : Theory, Research and Practice     Hybrid Journal   (Followers: 18)
Advances in Materials and Processing Technologies     Hybrid Journal  
Advances in Mental Health     Hybrid Journal   (Followers: 91, SJR: 0.297, CiteScore: 1)
Advances In Physics     Hybrid Journal   (Followers: 26, SJR: 11.279, CiteScore: 27)
Advances in Physics : X     Open Access   (Followers: 5)
Advances in Physiotherapy     Hybrid Journal   (Followers: 70)
Advances in School Mental Health Promotion     Partially Free   (Followers: 12, SJR: 0.396, CiteScore: 1)
Advances in the History of Rhetoric     Hybrid Journal   (Followers: 16, SJR: 0.221, CiteScore: 0)
Aerosol Science and Technology     Hybrid Journal   (Followers: 12, SJR: 0.875, CiteScore: 2)
Africa Education Review     Hybrid Journal   (Followers: 30, SJR: 0.167, CiteScore: 0)
Africa J. of Management     Hybrid Journal   (Followers: 3)
Africa Review : J. of the African Studies Association of India     Hybrid Journal   (Followers: 2, SJR: 0.298, CiteScore: 1)
African and Black Diaspora: An Intl. J.     Hybrid Journal   (Followers: 20, SJR: 0.112, CiteScore: 0)
African Geographical Review     Hybrid Journal  
African Historical Review     Hybrid Journal   (Followers: 19, SJR: 0.101, CiteScore: 0)
African Identities     Hybrid Journal   (Followers: 15, SJR: 0.129, CiteScore: 0)
African J. of AIDS Research     Hybrid Journal   (Followers: 8, SJR: 0.514, CiteScore: 1)
African J. of Aquatic Science     Hybrid Journal   (Followers: 16, SJR: 0.288, CiteScore: 1)
African J. of Herpetology     Hybrid Journal   (Followers: 7, SJR: 0.468, CiteScore: 1)
African J. of Marine Science     Hybrid Journal   (Followers: 7, SJR: 0.492, CiteScore: 1)
African J. of Range & Forage Science     Hybrid Journal   (Followers: 12, SJR: 0.532, CiteScore: 1)
African J. of Research in Mathematics, Science and Technology Education     Hybrid Journal   (Followers: 10, SJR: 0.178, CiteScore: 0)
African J. of Science, Technology, Innovation and Development     Hybrid Journal   (Followers: 8, SJR: 0.156, CiteScore: 0)
African J.ism Studies     Hybrid Journal   (Followers: 2)
African Security     Hybrid Journal   (Followers: 6, SJR: 0.391, CiteScore: 1)
African Security Review     Partially Free   (Followers: 7, SJR: 0.285, CiteScore: 0)
African Studies     Hybrid Journal   (Followers: 17, SJR: 0.297, CiteScore: 1)
African Zoology     Hybrid Journal   (Followers: 5, SJR: 0.367, CiteScore: 1)
Agenda     Partially Free   (Followers: 1, SJR: 0.102, CiteScore: 0)
Aging & Mental Health     Hybrid Journal   (Followers: 38, SJR: 1.188, CiteScore: 2)
Aging, Neuropsychology, and Cognition     Hybrid Journal   (Followers: 51, SJR: 0.93, CiteScore: 2)
Agrekon     Hybrid Journal   (Followers: 2, SJR: 0.172, CiteScore: 0)
Agroecology and Sustainable Food Systems     Hybrid Journal   (Followers: 18, SJR: 0.486, CiteScore: 1)
AICCM Bulletin     Hybrid Journal   (Followers: 1)
AIDS Care: Psychological and Socio-medical Aspects of AIDS/HIV     Hybrid Journal   (Followers: 10, SJR: 1.189, CiteScore: 2)
AJOB Empirical Bioethics     Hybrid Journal   (Followers: 3)
AJOB Neuroscience     Hybrid Journal   (Followers: 5, SJR: 0.35, CiteScore: 0)
Al-Masaq: Islam and the Medieval Mediterranean     Hybrid Journal   (Followers: 28, SJR: 0.112, CiteScore: 0)
Alcheringa: An Australasian J. of Palaeontology     Hybrid Journal   (Followers: 7, SJR: 0.496, CiteScore: 1)
Alcoholism Treatment Quarterly     Hybrid Journal   (Followers: 4, SJR: 0.291, CiteScore: 1)
Ambix     Hybrid Journal   (Followers: 3, SJR: 0.187, CiteScore: 0)
American Communist History     Hybrid Journal   (Followers: 20, SJR: 0.101, CiteScore: 0)
American Foreign Policy Interests: The J. of the National Committee on American Foreign Policy     Hybrid Journal   (Followers: 11)
American J. of Bioethics     Hybrid Journal   (Followers: 17, SJR: 0.65, CiteScore: 1)
American J. of Clinical Hypnosis     Hybrid Journal   (Followers: 6, SJR: 0.462, CiteScore: 1)
American J. of Distance Education     Hybrid Journal   (Followers: 34, SJR: 0.714, CiteScore: 1)
American J. of Drug and Alcohol Abuse     Hybrid Journal   (Followers: 20, SJR: 0.89, CiteScore: 2)
American J. of Family Therapy     Hybrid Journal   (Followers: 11, SJR: 0.305, CiteScore: 1)
American J. of Health Education     Hybrid Journal   (Followers: 35, SJR: 0.423, CiteScore: 1)
American J. of Mathematical and Management Sciences     Hybrid Journal   (Followers: 1)
American J. of Pastoral Counseling     Hybrid Journal  
American J. of Psychiatric Rehabilitation     Hybrid Journal   (Followers: 13, SJR: 0.406, CiteScore: 1)
American J. of Sexuality Education     Hybrid Journal   (Followers: 4, SJR: 0.187, CiteScore: 1)
American J.ism     Hybrid Journal   (Followers: 2)
American Mathematical Monthly     Full-text available via subscription   (Followers: 6, SJR: 0.28, CiteScore: 0)
American Nineteenth Century History     Hybrid Journal   (Followers: 29, SJR: 0.101, CiteScore: 0)
American Review of Canadian Studies     Hybrid Journal   (Followers: 6, SJR: 0.107, CiteScore: 0)
Amyloid: The J. of Protein Folding Disorders     Hybrid Journal   (Followers: 5, SJR: 1.488, CiteScore: 3)
Amyotrophic Lateral Sclerosis and Frontotemporal Degeneration     Hybrid Journal   (Followers: 2, SJR: 1.515, CiteScore: 3)
Analytical Chemistry Letters     Hybrid Journal   (Followers: 2)
Analytical Letters     Hybrid Journal   (Followers: 10, SJR: 0.344, CiteScore: 1)
Anatolia : An Intl. J. of Tourism and Hospitality Research     Hybrid Journal   (Followers: 9, SJR: 0.516, CiteScore: 1)
Angelaki: J. of Theoretical Humanities     Hybrid Journal   (Followers: 19, SJR: 0.17, CiteScore: 0)
Animal Biotechnology     Hybrid Journal   (Followers: 9, SJR: 0.35, CiteScore: 1)
Animal Cells and Systems     Hybrid Journal   (Followers: 5, SJR: 0.236, CiteScore: 0)
Annals of GIS     Hybrid Journal   (Followers: 22, SJR: 0.376, CiteScore: 1)
Annals of Human Biology     Hybrid Journal   (Followers: 6, SJR: 0.623, CiteScore: 1)
Annals of Leisure Research     Partially Free   (Followers: 3, SJR: 0.528, CiteScore: 1)
Annals of Medicine     Hybrid Journal   (Followers: 12, SJR: 1.481, CiteScore: 3)
Annals of Science     Hybrid Journal   (Followers: 9, SJR: 0.135, CiteScore: 0)
Annals of the American Association of Geographers     Hybrid Journal   (Followers: 41)
Annals of the Intl. Communication Association     Hybrid Journal   (Followers: 2)
ANQ: A Quarterly J. of Short Articles, Notes, and Reviews     Hybrid Journal   (Followers: 1, SJR: 0.115, CiteScore: 0)
Anthropological Forum: A journal of social anthropology and comparative sociology     Hybrid Journal   (Followers: 24, SJR: 0.374, CiteScore: 1)
Anthropology & Medicine     Hybrid Journal   (Followers: 23, SJR: 0.304, CiteScore: 1)
Anthropology & Archeology of Eurasia     Hybrid Journal   (Followers: 17, SJR: 0.101, CiteScore: 0)
Anthropology Now     Full-text available via subscription   (Followers: 12)
Anthropology Southern Africa     Hybrid Journal   (Followers: 5)
Anthrozoos : A Multidisciplinary J. of The Interactions of People & Animals     Hybrid Journal   (Followers: 13, SJR: 0.736, CiteScore: 2)
Anxiety, Stress & Coping: An Intl. J.     Hybrid Journal   (Followers: 27, SJR: 0.894, CiteScore: 2)
Aphasiology     Hybrid Journal   (Followers: 55, SJR: 0.86, CiteScore: 2)
Applicable Analysis: An Intl. J.     Hybrid Journal   (Followers: 2, SJR: 0.696, CiteScore: 1)
Applied Artificial Intelligence: An Intl. J.     Hybrid Journal   (Followers: 14, SJR: 0.273, CiteScore: 1)
Applied Developmental Science     Hybrid Journal   (Followers: 4, SJR: 0.717, CiteScore: 2)
Applied Earth Science : Transactions of the Institutions of Mining and Metallurgy     Hybrid Journal   (Followers: 3, SJR: 0.272, CiteScore: 1)
Applied Economics     Hybrid Journal   (Followers: 58, SJR: 0.445, CiteScore: 1)
Applied Economics Letters     Hybrid Journal   (Followers: 33, SJR: 0.327, CiteScore: 1)
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 18, SJR: 0.139, CiteScore: 0)
Applied Financial Economics     Hybrid Journal   (Followers: 31)
Applied Financial Economics Letters     Hybrid Journal   (Followers: 8)
Applied Mathematical Finance     Hybrid Journal   (Followers: 9, SJR: 0.615, CiteScore: 1)
Applied Measurement in Education     Hybrid Journal   (Followers: 11, SJR: 0.693, CiteScore: 1)
Applied Mobilities     Hybrid Journal  
Applied Neuropsychology : Adult     Hybrid Journal   (Followers: 46)
Applied Neuropsychology : Child     Hybrid Journal   (Followers: 28, SJR: 0.473, CiteScore: 1)
Applied Spectroscopy Reviews     Hybrid Journal   (Followers: 4, SJR: 0.805, CiteScore: 3)
Aquaculture Economics & Management     Hybrid Journal   (Followers: 23, SJR: 0.632, CiteScore: 2)
Aquatic Ecosystem Health & Management     Hybrid Journal   (Followers: 16, SJR: 0.482, CiteScore: 1)
Aquatic Insects: Intl. J. of Freshwater Entomology     Hybrid Journal   (Followers: 13, SJR: 0.182, CiteScore: 0)
Arab J. of Basic and Applied Sciences     Open Access  
Arboricultural J. : The Intl. J. of Urban Forestry     Hybrid Journal   (Followers: 8, SJR: 0.306, CiteScore: 0)
Archaeological J.     Hybrid Journal   (Followers: 12)
Architectural Engineering and Design Management     Hybrid Journal   (Followers: 12, SJR: 0.727, CiteScore: 2)
Architectural Science Review     Hybrid Journal   (Followers: 6, SJR: 0.617, CiteScore: 1)
Architectural Theory Review     Hybrid Journal   (Followers: 3, SJR: 0.111, CiteScore: 0)
Architecture and Culture     Hybrid Journal   (Followers: 19, SJR: 0.1, CiteScore: 0)
Archives and Manuscripts     Hybrid Journal   (Followers: 57, SJR: 0.39, CiteScore: 1)
Archives and Records     Hybrid Journal   (Followers: 24, SJR: 0.205, CiteScore: 0)
Archives of Agronomy and Soil Science     Hybrid Journal   (Followers: 8, SJR: 0.598, CiteScore: 2)
Archives of Animal Nutrition     Hybrid Journal   (Followers: 9, SJR: 0.831, CiteScore: 2)
Archives of Environmental and Occupational Health     Hybrid Journal   (Followers: 11, SJR: 0.492, CiteScore: 1)
Archives Of Physiology And Biochemistry     Hybrid Journal   (Followers: 1, SJR: 0.626, CiteScore: 2)
Archives of Phytopathology and Plant Protection     Hybrid Journal   (Followers: 2, SJR: 0.215, CiteScore: 0)
Archives of Suicide Research     Hybrid Journal   (Followers: 9, SJR: 1.003, CiteScore: 2)
Arctic, Antarctic, and Alpine Research     Open Access   (Followers: 11, SJR: 0.901, CiteScore: 2)
Area Development and Policy     Hybrid Journal  
Argument & Computation     Hybrid Journal   (Followers: 2, SJR: 0.751, CiteScore: 3)
Argumentation and Advocacy     Hybrid Journal   (Followers: 1)
Arid Land Research and Management     Hybrid Journal   (Followers: 10, SJR: 0.36, CiteScore: 1)
Armed Conflict Survey     Full-text available via subscription   (Followers: 11)
Arms & Armour     Hybrid Journal   (Followers: 9, SJR: 0.115, CiteScore: 0)
Art Bulletin     Full-text available via subscription   (Followers: 17, SJR: 0.11, CiteScore: 0)
Art In Translation     Hybrid Journal   (Followers: 10, SJR: 0.101, CiteScore: 0)
Art J.     Hybrid Journal   (Followers: 32, SJR: 0.114, CiteScore: 0)
Art Therapy: J. of the American Art Therapy Association     Hybrid Journal   (Followers: 19, SJR: 0.482, CiteScore: 1)
Artificial Cells, Nanomedicine and Biotechnology     Hybrid Journal   (Followers: 1, SJR: 0.495, CiteScore: 2)
Artificial DNA: PNA & XNA     Hybrid Journal   (Followers: 3, SJR: 0.166, CiteScore: 1)
Arts & Health: An Intl. J. for Research, Policy and Practice     Hybrid Journal   (Followers: 15, SJR: 0.412, CiteScore: 1)
Arts Education Policy Review     Hybrid Journal   (Followers: 5, SJR: 0.455, CiteScore: 1)
Asia Pacific Business Review     Hybrid Journal   (Followers: 8, SJR: 0.277, CiteScore: 1)
Asia Pacific J. of Anthropology     Hybrid Journal   (Followers: 9, SJR: 0.279, CiteScore: 1)
Asia Pacific J. of Counselling and Psychotherapy     Hybrid Journal   (Followers: 11)
Asia Pacific J. of Education     Hybrid Journal   (Followers: 24, SJR: 0.522, CiteScore: 1)
Asia Pacific J. of Public Administration     Hybrid Journal  
Asia Pacific J. of Social Work and Development     Hybrid Journal   (Followers: 9, SJR: 0.236, CiteScore: 0)
Asia Pacific J. of Sport and Social Science     Hybrid Journal   (Followers: 6, SJR: 0.128, CiteScore: 0)
Asia Pacific J. of Tourism Research     Hybrid Journal   (Followers: 23, SJR: 0.636, CiteScore: 1)
Asia Pacific Law Review     Open Access  
Asia Pacific Translation and Intercultural Studies     Hybrid Journal  
Asia-Pacific J. of Accounting & Economics     Hybrid Journal   (Followers: 7, SJR: 0.149, CiteScore: 0)
Asia-Pacific J. of Teacher Education     Hybrid Journal   (Followers: 27, SJR: 0.729, CiteScore: 1)
Asia-Pacific Review     Hybrid Journal   (Followers: 15, SJR: 0.138, CiteScore: 0)
Asian Affairs     Hybrid Journal   (Followers: 16, SJR: 0.224, CiteScore: 1)
Asian Affairs: An American Review     Hybrid Journal   (Followers: 3, SJR: 0.163, CiteScore: 1)
Asian Anthropology     Hybrid Journal   (Followers: 10, SJR: 0.184, CiteScore: 1)
Asian Englishes     Hybrid Journal   (Followers: 3, SJR: 0, CiteScore: 1)
Asian Ethnicity     Hybrid Journal   (Followers: 6, SJR: 0.519, CiteScore: 1)
Asian Geographer     Hybrid Journal   (Followers: 5, SJR: 0.213, CiteScore: 1)
Asian J. of Communication     Hybrid Journal   (Followers: 12, SJR: 0.373, CiteScore: 1)
Asian J. of Middle Eastern and Islamic Studies     Hybrid Journal  
Asian J. of Political Science     Hybrid Journal   (Followers: 21, SJR: 0.159, CiteScore: 0)
Asian J. of Technology Innovation     Hybrid Journal   (Followers: 7, SJR: 0.352, CiteScore: 1)
Asian J. of Women's Studies     Hybrid Journal   (Followers: 3, SJR: 0.142, CiteScore: 0)
Asian Philosophy: An Intl. J. of the Philosophical Traditions of the East     Hybrid Journal   (Followers: 8, SJR: 0.232, CiteScore: 0)
Asian Population Studies     Hybrid Journal   (Followers: 8, SJR: 0.936, CiteScore: 1)
Asian Security     Hybrid Journal   (Followers: 4, SJR: 0.404, CiteScore: 1)
Asian Studies Review     Hybrid Journal   (Followers: 22, SJR: 0.459, CiteScore: 1)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 235, SJR: 1.148, CiteScore: 2)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 48, SJR: 0.925, CiteScore: 1)
Assistive Technology: The Official J. of RESNA     Hybrid Journal   (Followers: 20, SJR: 0.289, CiteScore: 1)
Astronomical & Astrophysical Transactions: The J. of the Eurasian Astronomical Society     Hybrid Journal   (Followers: 5)
Astronomical Review     Open Access   (Followers: 4)
Astropolitics: The Intl. J. of Space Politics & Policy     Hybrid Journal   (Followers: 12, SJR: 0.167, CiteScore: 0)
Atlantic J. of Communication     Hybrid Journal   (Followers: 7, SJR: 0.396, CiteScore: 1)
Atlantic Studies: Literary, Cultural and Historical Perspectives     Hybrid Journal   (Followers: 7, SJR: 0.142, CiteScore: 0)
Atmospheric and Oceanic Science Letters     Open Access   (Followers: 10)
Attachment & Human Development     Hybrid Journal   (Followers: 12, SJR: 1.383, CiteScore: 3)
Auditory Perception & Cognition     Hybrid Journal  

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Similar Journals
Journal Cover
African Journal of Research in Mathematics, Science and Technology Education
Journal Prestige (SJR): 0.178
Number of Followers: 10  
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1811-7295 - ISSN (Online) 2469-7656
Published by Taylor and Francis Homepage  [2601 journals]
  • Assessment of students' scientific and alternative conceptions of energy
           and momentum using concentration analysis
    • Authors: Bekele Gashe Dega; Nadaraj Govender
      Abstract: 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 data from 72 students and extending the analysis of the American data from 352 students in the Singh and Rosengrant study. Low levels of scientific conceptions of students' responses were identified for both groups of respondents. A three-level categorisation of students' responses showed that the distribution of responses to 80% (ETH) and 52% (US) of the items represented the null-model or random state. The distribution of responses to 20% (ETH) and 48% (US) of the items represented the bi-model state and none of the items was responded to in a purely correct or alternative conception one-model state. The analysis of the data revealed a variety of students' alternative conceptions and phenomenological primitives (p-prims) regarding energy and momentum. The findings imply that teachers should explore the use of the Concentration Analysis method in identifying alternative conceptions and p-prims in physics to support their students' learning.
      PubDate: 2016-01-01T00:00:00Z
  • A philosophical framework for enhancing the understanding of artefacts in
           the technology classroom
    • Authors: Willem Rauscher
      Abstract: Technology teachers should have a sound understanding and knowledge of artefacts in order to assist learners in the designing, making and evaluating of artefacts. Unfortunately, technology teachers in South African schools seem to have a poor grasp of the complexity of this important part of knowledge that is specific to technology. As a result, many technology teachers are unable to support learners in designing and making artefacts that are functional, aesthetically pleasing and have utility value outside the classroom. This deficiency in their knowledge can, among other things, be attributed to the fact that most technology teachers have not received formal training in technology education. Also, the limited research base and the paucity of subject-based philosophical frameworks in technology education, which could inform classroom pedagogy, exacerbate this situation. Therefore, the purpose of this theoretical essay is to draw on, inter alia, literature from the philosophy of technology to provide an overview of the nature of technical artefacts with a view to creating a framework that will help teachers to understand technical artefacts and be able to teach about them effectively. The framework may be a useful tool for teachers to support learners in designing and making technical artefacts that work properly, are fit-for-purpose, and are well finished. The framework, which provides a structure for designing and developing technical artefacts, may also serve as an instrument to help learners in evaluating existing artefacts, which, in turn, may enhance their understanding of the knowledge that is embedded in artefacts.
      PubDate: 2016-01-01T00:00:00Z
  • Teachers' perceptions of learners' proficiency in statistical literacy,
           reasoning and thinking
    • Authors: Lukanda Kalobo
      Abstract: This paper explores teachers' perceptions of their learners' proficiency in statistical literacy, reasoning and thinking. Research in Statistics education has prompted a move away from the teaching of statistical skills, towards focusing on the development of statistical literacy, reasoning and thinking. The recent South African Grade 10-12 Mathematics curriculum change reflects this move. A specific challenge for South Africa is that teachers should understand the new intended outcomes of statistics when assessing learners. The participants (n = 66) included Grade 12 Mathematics teachers (females = 40%) from a district in the Free State, South Africa, selected through convenience sampling. A quantitative research approach was used by administering a 13-item Likert scale questionnaire with the Grade 12 Mathematics teachers. The responses were summarised descriptively as frequencies and percentages. The results indicated that two in three teachers perceived their learners to obtain acceptable proficiency in statistical literacy as defined by the literature. In contrast, only one in three teachers perceived their learners usually or almost always to be proficient in statistical reasoning and statistical thinking as defined by the literature. The findings of this study showed that about half of the Mathematics teachers do not see the connection between the action words in the curriculum, and the aspects of statistical reasoning and statistical thinking to be assessed. The large percentage of teachers uncertain about the proficiency of their learners in statistical reasoning and statistical thinking leads to the conclusion that teachers need to be provided with pre-service or in-service training strengthening their Subject Matter Knowledge and Pedagogical Content Knowledge related to the key intended outcomes of statistics assessment, that is, proficiency in statistical literacy, reasoning and thinking.
      PubDate: 2016-01-01T00:00:00Z
  • Making a case for epistemological access in biotechnology education in
           Southern Africa
    • Authors: Jean Mollett; Ann Cameron
      Abstract: In southern Africa, biotechnology is increasingly important with regard to food security and the development of the pharmaceutical industry. Universities are tasked with providing the relevant capacity development through tertiary-level courses to meet these development needs. However, the knowledge and practices of biotechnology may be contentious as in issues related to genetically modified foods and cloning. It is also well known that in culturally diverse educational situations, students may experience epistemological challenges derived from their ontological standpoints, and that these can impact on the learning process. The purpose of this study was thus to investigate student views of biotechnology, a field of science where student ethical, religious and/or cultural beliefs may be at odds with the science that is taught in the classroom. Data was collected over a four-year period (2009-2012),from 115 students from two universities who volunteered to complete a questionnaire. Data was also collected from 70 students who volunteered to be part of focus groups during this time. Phenomenography was used as the research approach in this case study, resulting in an outcome space that produced two broad categories describing students' responses to biotechnology. These were a theoretical and practical perspective, and a worldview perspective. The study found that students need and want to be as globally competitive as their international peers. This requires that the curriculum reflects the standard and practice of the Global North. However, in southern Africa, where the student demography in universities is typically very diverse, the findings also highlight the need for a pedagogical approach that facilitates learning through providing space for students to freely discuss and reflect on their views and concerns related to indigenous knowledge and beliefs.
      PubDate: 2016-01-01T00:00:00Z
  • Teacher code switching consistency and precision in a multilingual
           mathematics classroom
    • Authors: Clemence Chikiwa; Marc Schafer
      Abstract: This paper reports on a study that investigated teacher code switching consistency and precision in multilingual secondary school mathematics classrooms in South Africa. Data was obtained through interviewing and observing five lessons of each of three mathematics teachers purposively selected from three township schools in the Eastern Cape Province. Elements of Gumperz and Mercer's work on lesson categories and Dowling's Domains of Mathematical Practice were used to analyse data. Results showed that code switching frequency in general was inconsistent across different lessons for the same teacher. Code switching frequency by all teachers was, however, consistently highest during questioning and explaining when teaching. All participating teachers used code switching strategies most consistently in the public domain and least consistently in the esoteric domain. Some formal isiXhosa translations of mathematical terms were consistently and precisely used and some were not.Two major forms of code switching emerged, namely borrowing code switching and transparent code switching. Very little transparent code switching, which is critical for supporting students' understanding and thinking in mathematics, was evident in teacher language. Teachers were consistent in the use of borrowed terms. We conclude that consensual understanding of best practices for code switching is required to promote code switching that is precise, consistent, transparent and thus supportive of teaching for conceptual understanding of mathematics in secondary schools.
      PubDate: 2016-01-01T00:00:00Z
  • A truth-based epistemological framework for supporting teachers in
           integrating indigenous knowledge into science teaching
    • Authors: Gracious Zinyeka; Gilbert O.M. Onwu Max Braun
      Abstract: Integrating indigenous knowledge (IK) into school science teaching is one way of maximising the sociocultural 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 IK-science curriculum integration. This article is about the application of a truth-based epistemological framework designed to support teachers to make decisions on how specific pieces of indigenous knowledge (local traditional practices and technologies) may be included in science lessons. First, an attempt was made to develop a truth-based epistemological framework for identifying epistemology (ies) of indigenous knowledge and practices. Second a group of science teachers used the truth-based epistemological framework to examine ways in which somespecified IK practices that comprised a coherent set of knowledge themes on health, agriculture and technology could be integrated into the school science curriculum in a valid and legitimate way. The IK practices used in the study were systematically identified and documented by means of personal observations and interviews of key informants in a rural community in Zimbabwe. The main findings of the study showed that the truth-based epistemological framework was useful in providing an epistemological basis for including some IK practices in science teaching and learning. As a tool for pedagogy the framework enabled the science teachers to reconsider and change their valuing of Indigenous knowledge Systems (IKS), more specifically in ways in which local knowledge can validly be incorporated into school science teaching.
      PubDate: 2016-01-01T00:00:00Z
  • Learners' and educators' perspectives on the value of web design in the
           South African grade 11 computer applications technology curriculum
    • Authors: Colin Pilkington; Ian Sanders
      Abstract: Web design was introduced into the Computer Applications Technology (CAT) curriculum in South Africa at Grade 11 level in 2013, and Grade 12 in 2014. This paper reports on a study determining what value learners and educators saw in using web design and Hyper Text Markup Language (HTML). The paper comprises studies undertaken by 17 honours students in 2013 and 2014 as part of a research report module, and followed a survey research design in which 18 educators were interviewed and 319 learner questionnaires analysed. It was found that there was some disagreement regarding the level of support offered to educators having to learn HTML and that most learners enjoyed learning web design and were coping with the demands of learning HTML. Educators felt that web design ought to remain part of the CAT curriculum, although time constraints were frequently raised as problematic. The majority of learners, similarly, felt that there was value in including web design within the CAT curriculum. Workshops to support educators and a focus on computational thinking as a way forward are recommended. Furthermore, starting web development in Grade 10 should be considered.
      PubDate: 2016-01-01T00:00:00Z
  • Perceived gender differences in performance in science : the case of
           Lesotho secondary schools
    • Authors: Marethabile Khanyane; Tsepo Mokuku Malefu C. Nthathakane
      Abstract: The paper reports on a study aimed at investigating perceived gender differences in performance in science at secondary school level, as well as beliefs on possible underlying causes for these differences. The study is situated within the interpretivist paradigm and uses a typology of factors drawn from the Educational Effectiveness Research model as a conceptual framework. Six purposively selected secondary schools participated in the study. Focus group discussions were conducted with 48 learners and 22 teachers, and a questionnaire was administered to the six principals of the participating schools. The study indicates that learners and teachers have mixed views on which gender performs best in the sciences. All principals perceived boys as performing best. The perceived reasons for gender differences in performance are wide ranging and reflect broadly student and classroom factors. They include learners' self-efficacy including attitudes towards science; gendered thinking and aptitude; diligence and perseverance; home experiences and culture; language proficiency; socio-economic challenges and the use of discussion as a learning strategy. The reasons for gender difference in performance are perceived to impact the achievement of girls more negatively than boys.
      PubDate: 2016-01-01T00:00:00Z
  • Using a cognitive-scientific inflected anthropological approach to
           researching the teaching and learning of elementary school mathematics :
           an instance of the use of aggregates
    • Authors: Zain Davis
      Abstract: Anthropological approaches to studying the contextual specificity of mathematical thought and practice in schools can productively inform descriptions and analyses of mathematical practices within and across different teaching and learning contexts. In this paper I argue for an anthropological methodological orientation that takes into consideration the proposition that human beings possess biologically endowed, human-specific modes of cognition that have structuring effects on pedagogic practices. I illustrate that aspect of my methodological focus by exploring a case of the use of aggregates in a Grade 3 lesson, arguing that the teacher thinks of aggregates in part-whole terms, as fusions, and not in set theoretic terms, colouring her evaluations of learners' productions. I use the analysis as an illustration to nsupport my argument that anthropological descriptions of pedagogic practices that emerge in school lessons are enhanced by incorporating accounts of the more general human-specific cognition.
      PubDate: 2016-01-01T00:00:00Z
  • Student teachers' competence to transfer strategies for developing PCK for
           electric circuits to another physical sciences topic
    • Authors: Elizabeth Mavhunga; Marissa Rollnick, Bashirah Ibrahim Makomosela Qhobela
      Abstract: The purpose of this study was to investigate the transfer of the competence to transform content knowledge learned in electric circuits to a new topic in either chemistry or physics. The study was located in a physics methodology class with 10 pre-service teachers, who were in their final year of study. They had a 6-week long intervention that was underpinned by making explicit the pedagogical transformation effect derived from the interactive use of five content specific knowledge components: (a) learner prior knowledge; (b) curricular saliency; (c) what is difficult to understand; (d) representation; and (e) conceptual teaching strategies. The research design employed qualitative methods for the collection and analysis of data. Primary data was collected at the end of the intervention using Content Representations (CoRe) in the topic of the intervention and another after a 6 week period in a topic of transfer. The prompts of the CoRe were adapted to reveal the five content-specific knowledge components specifically. Supplementary data, which were written descriptions by pre-service teachers of the strategies they used in engaging with a topic of transfer, were also analysed. Findings detail the successful transfer of the learned competence to transform content knowledge, particularly through formulation of Big Ideas derived from topic classification maps, identification of specific concepts likely to pose learning difficulties for learners and the simultaneous use of multilevel representations, all used collectively and interactively in new physics or chemistry topics. We discuss the implications for the further development of topic-specific PCK across science topics.
      PubDate: 2016-01-01T00:00:00Z
  • Enactivism as a powerful theoretical framework for research and tool to
           reflect on my own role as a supervisor
    • Authors: Marc Schafer
      Abstract: Enactivism, as an interesting and useful theoretical underpinning is gaining traction in Mathematics Education research. It forms the central theme of this paper whose aim is two-fold: first to describe and engage with how elements of enactivism informed a PhD study, both on a theoretical and analytical level, and second to reflect on the enacted role of the supervisor of this study. Despite the inevitable embodied relationship between the supervisor and the supervised PhD project, it is not often written about. This paper thus attempts to address this. The PhD study in question used constructs of enactivism such as autonomy, sense-making, emergence, embodiment and experience to design a preservice mathematics education programme and then explored the growth of student teachers' mathematical identity and disposition in their development of becoming mathematics teachers. The PhD supervision process was framed by the enactivist notion that learning and the construction of meaning and knowledge is co-created by the lecturer, the student and the particular context. The role of the author of this paper in the study was that of supervisor. The relationship between a supervisor and his/ her student is often complex and multilevelled. This paper argues that this relationship can best be described as one of embodiment and co-emergence. The paper thus starts with the author's own enactivist ontological perspective vis-á-vis this relationship and how elements of enactivism permeated his practice with regard to the PhD he supervised. The study found enactivism to be a powerful theoretical vantage point from which to develop research instruments that enabled deep and meaningful reflection on teacher practice in the mathematics classroom and on supervision.
      PubDate: 2016-01-01T00:00:00Z
  • Teachers' approaches to proportional relationship problems in multiple
           measure spaces
    • Authors: Cathrine Kazunga; Sarah Bansilal
      Abstract: Ratio and proportion have many daily life applications and hence form an important part of the Mathematical Literacy (ML) curriculum in South African schools. The purpose of this study was to explore ML teachers' application of ratio in an assessment task with multiple measure spaces set within the real-life context of the need to establish the ingredients to produce 84 biscuits based on a recipe for 24 biscuits. The participants were 101 ML teachers who were enrolled in an in-service teacher upgrading programme for practising ML teachers. Data for the study were generated from the written responses to the task. The study found that approximately 60% of the teachers were able to complete the task correctly. Many teachers applied the cross-multiplication strategy as a character distribution matrix where the procedures are dictated by the spatial arrangement of symbols instead of being underpinned by an understanding of proportional reasoning. It is recommended that ML teacher education programmes should provide opportunities for teachers to engage with applications of ratio across multiple measure spaces.
      PubDate: 2016-01-01T00:00:00Z
  • The relationship between family experiences and motivation to learn
           science for different groups of grade 9 students in South Africa
    • Authors: Salome Schulze; Eleanor Lemmer
      Abstract: Worldwide science education is a national priority due to the role played by science performance in economic growth and the supply and quality of the human capital pool in scientific fields. One factor that may impact on the motivation to learn science is family experiences. This study therefore explored the relationship between family experiences and the motivation for science learning among a group of secondary school students in South Africa. A convenience and purposeful sample (N = 380) were used. Criteria for inclusion stipulated that the students were Grade 9 boys and girls from different racial groups in public and private schools. Data on family experiences and motivation for science learning were collected using a structured questionnaire. Hypotheses were tested based on the correlations between the motivation for science learning and family experiences for gender, race, school and school type. Significant correlations were identified between family experiences (the distal and proximal dimensions) and the motivation for science learning for the sample. However, no significant differences were found between different student groups with regard to the above-mentioned correlations.
      PubDate: 2016-01-01T00:00:00Z
  • Making sense of the ZPD : an organising framework for mathematics
           education research
    • Authors: Debbie Stott
      Abstract: The zone of proximal development (ZPD) is a well-known and frequently used notion in both educational research and practice with a wide and diverse range of interpretations. My aim in writing this theoretical article is not to provide a critical examination or an extensive literature review of the ZPD, but rather to highlight some significant issues surrounding the use of the notion in the mathematics education literature. Extending a series of questions contributed by Del Rió and Álvarez, I have added an element about theoretical space enabling researchers who are not in psychology to use the questions to situate their own use of the ZPD within their theoretical perspective and to unpack their assumptions about each of the questions. More importantly, the paper exemplifies how the use of an organising framework assists in achieving some clarity on the different ways the notion is conceptualised in the educational literature. I propose that this framework could enable both researchers and educators to locate their own conceptualisation of the ZPD within the broader, complex space and to assist in achieving coherence between the theoretical and methodological perspectives they work with.
      PubDate: 2016-01-01T00:00:00Z
  • Valuing IKS in successive South African physical sciences curricula
    • Authors: Dale L. Taylor; Ann Cameron
      Abstract: The valuing of Indigenous Knowledge Systems (IKS) is one of the principles on which the South African school curriculum is supposed to be based. The purpose of this paper is to critique the treatment of indigenous knowledge in the South African secondary Physical Sciences curriculum against a backdrop of international debates on the relationship between IKS and science. Such debates usually take either an Inclusive perspective, where IKS are regarded as part of science, or an Exclusive perspective, where IKS and science are regarded as separate domains of knowledge. We identify a third perspective where IKS and science are viewed as intersecting domains. A document analysis of all national post-apartheid curriculum documents relevant to secondary Physical Sciences identifies only nine examples of IKS related to Physical Sciences in the latest curriculum documents (CAPS), although this is an improvement on the previous curricula. The curriculum documents reflect some confusion about the relationship between IKS and science, both in the wording and in the positioning of examples in relation to science content. Physical sciences curriculum development in South Africa appears to have gone through the stages of colonisation, decolonisation and neo-colonisation. We recommend the development of theory that addresses the role of valuing IKS in science classrooms. The Intersecting perspective offers promise as an approach to use in science classrooms, allowing the distinction to be made between pieces of indigenous knowledge that intersect with modern science knowledge and IKS as whole systems of thinking with distinctive worldviews.
      PubDate: 2016-01-01T00:00:00Z
  • Students' dichotomous experiences of the illuminating and illusionary
           nature of pattern recognition in mathematics
    • Authors: Michael Kainose Mhlolo
      Abstract: The concept of pattern recognition lies at the heart of numerous deliberations concerned with new mathematics curricula, because it is strongly linked to improved generalised thinking. However none of these discussions has made the deceptive nature of patterns an object of exploration and understanding. Yet there is evidence showing that pattern recognition has both positive and negative effects on learners' development of concepts. This study investigated how pattern recognition was both illuminating and illusionary for Grade 11 learners as they factorised quadratic trinomials. Psillos's four conditions model was used to judge the reasonableness of learners' generalisations in six selected examples. The results show that pattern recognition was illuminating in the first three examples where learners made use of localised pattern recognition. In one example, pattern recognition was coincidental but not beneficial in terms of conceptual understanding. In the last two examples localised patternrecognition was at the centre of learner confusion as they failed to extend its application beyond the domain of the examples that generated the pattern. Learners' confusion with pattern recognition could be attributed to teachers' failure to meet four important conditions for good eneralisations. Results from this study confirm earlier studies showing that abduced generalisations developed out of a few localised instances might be illuminating at first but might not provide the best explanation when extended beyond the localised domain. Further studies are needed that assist in developing pattern aware teachers.
      PubDate: 2016-01-01T00:00:00Z
  • The role of expository writing in mathematical problem solving
    • Authors: Tracy S. Craig
      Abstract: Mathematical problem-solving is notoriously difficult to teach in a standard university mathematics classroom. The project on which this article reports aimed to investigate the effect of the writing of explanatory strategies in the context of mathematical problem solving on problem-solving behaviour.This article serves to describe the effectiveness of using writing as a tool for deeper engagement with mathematical problems. Students' claims about, and tutor observations of, problem-solving behaviour were analysed through the lens of Piaget's theory of cognitive development. Examples of enhanced problem-solving behaviour are presented as well as reports from student interviews that writing 'forces' deeper engagement. The analysis of students' work and their reflections indicated that writing about problem-solving processes potentially resulted in a cognitive perturbation when students were forced to confront their incomplete understanding (and hence their unstable knowledge structures) and therefore had to achieve a deeper level of understanding in order to adequately describe the solution process.
      PubDate: 2016-01-01T00:00:00Z
  • The effect of computer simulations on acquisition of knowledge and
           cognitive load : a gender perspective
    • Authors: Sam J. Kaheru; Jeanne Kriek
      Abstract: A study on the effect of the use of computer simulations (CS) on the acquisition of knowledge and cognitive load was undertaken with 104 Grade 11 learners in four schools in rural South Africa on the physics topic geometrical optics. Owing to the lack of resources a teacher-centred approach was followed in the use of computer simulations. The theoretical framework underpinning this study combines two theories, namely the cognitive load theory and the cognitive theory of multimedia learning. Within the non-equivalent group design, a switching replications design was used. In terms of the acquisition of knowledge, female learners, despite having low scores on the pre-tests, showed sizable and significant improvement in the post-tests when using CS. The measured cognitive load was not significantly different for the male and female learners. The cognitive load initially decreased as a result of teaching both through the use of CS and without use of CS in the first week while, with time, it increased.
      PubDate: 2016-01-01T00:00:00Z
  • Students' difficulties with definitions in the context of proofs in
           elementary set theory
    • Authors: Hedieh Shaker; Margot Berger
      Abstract: In this paper we explore first-year students' difficulties with the use and interpretation of definitions of mathematical objects as they attempt proof construction exercises in the area of elementary set theory. The participants are students at a historically disadvantaged university in South Africa. In this study the activities and utterances of 10 students who took part in consultative group sessions were observed and analysed. Consultative sessions were organised so as to encourage and develop students' active participation while engaging in the task of proof construction. The framework that was used to analyse students' proof comprehension and construction actions and contributions, particularly their interpretation and use of definitions, is described in the paper. The findings of the study resonate closely with those of researchers in the developed world. Students' difficulties with definitions of mathematical objects include their misinterpretation of definitions of objects such as the union of sets and the Cartesian product and their association of mathematical objects with a word or symbol contained in their definitions.
      PubDate: 2016-01-01T00:00:00Z
  • Scientific reasoning : theory evidence coordination in physics-based and
           non-physics-based tasks
    • Authors: Bashirah Ibrahim; Lin Ding, Katherine N. Mollohan Andria Stammen
      Abstract: Scientific reasoning is crucial to any scientific discipline. One sub-skill particularly relevant to the scientific enterprise is theory evidence coordination. This study, underpinned by Kuhn's framework for scientific reasoning, investigates how university students coordinate their self-generated theory and evidence in a physics topic (energy) and in non-content specific (non-physics-based) situations. Twenty-seven students completed five written reasoning tasks, three of which deal with energy concepts (physics-based) and two tasks concern with non-physics-based situations. The analysis focused on: (a) the completeness and correctness of the theory; (b) the source of the evidence; (c) theory evidence coordination or non-coordination; and (d) if coordination occurs, whether the evidence supports or refutes the theory, and the quality of students' explanations. The outcomes revealed that the students tended to coordinate theory and evidence for non-physics tasks as opposed to physics problems. When theory evidence coordination occurred, regardless of the type of scenarios, the evidence primarily supported the theory in the form of a poor explanation. The importance of content knowledge for scientific reasoning is discussed. The implications for applying scientific reasoning as an assessment tool in science are also highlighted.
      PubDate: 2016-01-01T00:00:00Z
  • Additive relations word problems in the South African Curriculum and
           Assessment Policy Standard at foundation phase
    • Authors: Nicky Roberts
      Abstract: Drawing on a literature review of classifications developed by each of Riley, Verschaffel and Carpenter and their respective research groups, a refined typology of additive relations word problems is proposed and then used as analytical tool to classify the additive relations word problems in South African Curriculum and Assessment Policy Standard (CAPS) for Foundation Phase. Inconsistencies and errors within the CAPS are exposed. Two different typologies are presented in the CAPS: first 'compare, combine and compare' and then 'change, compare and equalise' problem types are presented. For the latter typology 'join' and 'separate' actions are imposed onto static situations. Rather than referring to the 'whole-part-part' structure which is common across all problem types, a generalised 'start-change-result' structure is imposed. This is both incorrect (static situations do not have this structure) and inconsistent with the articulated distinction between take-away and difference models for subtraction expressed elsewhere in the CAPS. In light of this analysis it is recommended that adapted curriculum guidelines are developed and circulated to Foundation Phase teachers, teacher educators and curriculum advisors. The refined typology of additive relations word problems may be used to underpin professional development initiatives for Foundation Phase teachers, and for structuring the setting of the annual diagnostic assessments at this level.
      PubDate: 2016-01-01T00:00:00Z
  • The spectrum of pedagogical orientations of Malawian and South African
           physical science teachers towards inquiry
    • Authors: Umesh Ramnarain; Dorothy Nampota David Schuster
      Abstract: This study investigated and compared the pedagogical orientations of physical sciences teachers in Malawi and South Africa towards inquiry or direct methods of science teaching. Pedagogical orientation has been theorized as a component of pedagogical content knowledge. Orientations were characterized along a spectrum of two variants of inquiry and two variants of direct instruction. Teacher preferences for pedagogy were measured using case-based assessment items which depicted actual scenarios for teaching particular physical sciences topics and provided four alternative teaching method options. Item topics were common to both the Malawian and South African science syllabuses. Response data were obtained from 164 Malawian high school physical sciences teachers at community, conventional and grant-aided schools, for comparison with previous South African data. Analyses produced pedagogical orientation profiles for each teacher and item in terms of the distribution of choices between the four options and these were aggregated by school type and compared with the corresponding profiles for South African teachers on the same items. Responses to items covered the whole spectrum of approaches, although relative proportions depended on teacher, topic, type of school and country. Aggregated responses for both countries tended more toward variants of inquiry than of direct instruction. In some cases, Malawian teachers had an unexpectedly strong direct didactic preference. A direct didactic orientation was mainly prevalent amongst teachers from disadvantaged Malawian community schools and South African rural schools. South African teachers from suburban schools exhibited a stronger guided inquiry orientation than their Malawian counterparts from grant-aided schools. In contrast, teachers at Malawian conventional schools had a stronger preference to adopt variants of inquiry (guided and open) than South African teachers at corresponding township schools. Teachers at more privileged schools, that is, Malawian grant-aided and South African suburban schools, showed stronger guided- and open-inquiry orientations than teachers at less privileged schools. School type and contextual circumstances affected teachers' pedagogy choices in both countries, having a substantial influence on the approaches that teachers would adopt in their own situations.
      PubDate: 2016-01-01T00:00:00Z
  • Lessons learned from teaching scratch as an introduction to
           object-oriented programming in Delphi
    • Authors: Sukie Van Zyl; Elsa Mentz Marietjie Havenga
      Abstract: As part of curriculum changes in South Africa, an introductory programming language, Scratch, must first be taught before switching to the well-established teaching of Delphi. The nature of programming in Scratch is considerably different from that in Delphi. It was assumed that the teaching of Scratch as introductory programming language could support learners' understanding of Delphi. Teachers did not receive much training in Scratch. This study explores teachers' experiences of their first year of the teaching of Scratch. The purpose of the research was to understand how Scratch can be used effectively as a transitioning language to Delphi and to deduce guidelines for teaching Scratch as introduction to object-oriented programming in Delphi. A qualitative research method, within the interpretive paradigm, was selected for this research. Interviews were done with eight randomly selected Information Technology (IT) teachers in the province of North-West, South Africa to gain insight into their experiences of teaching Scratch in 2012, the first year of implementing the new curriculum. Findings show that teachers were uncertain how to teach programming concepts and how to integrate problem solving and algorithm design into teaching Scratch. The focus of teaching was on Scratch, instead of on teaching programming concepts with Scratch. Emerging guidelines emphasise the integration of problem solving and algorithm design; the creation of opportunities to expose learners to error handling and program testing; and the inculcatation of programming concepts. We furthermore recommend active teaching-learning strategies such as pair programming.
      PubDate: 2016-01-01T00:00:00Z
  • The sequencing of basic chemistry topics by physical science teachers
    • Authors: Doras Sibanda; Paul Hobden
      Abstract: The purpose of this study was to find out teachers' preferred teaching sequence for basic chemistry topics in Physical Science in South Africa, to obtain their reasons underpinning their preferred sequence, and to compare these sequences with the prescribed sequences in the current curriculum. The study was located within a pragmatic paradigm and employed a multi-level learning model as an interpretive framework. A mixed-methods research design was used and survey data collected from a convenience sample of 227 physical science teachers and follow-up interviews with a subset of 11 experienced teachers. Analysis of the data revealed that in general 70% of teachers preferred sequences starting with microscopic-level knowledge such as atoms and molecules, while only 30% preferred starting with macroscopic-level knowledge topics such as solids, liquids and gases. Five main categories of reason were given by teachers. The majority of teachers' reasons focused on general learning principles such as moving from simple to complex or linking to prior knowledge as opposed to focusing on the specific needs and demands of chemistry knowledge. In addition, it was found that the new Curriculum Assessment Policy Statement was based on starting with macroscopic-level topics which indicates a potential conflict between teachers' preferred sequences and those required by the current curriculum.
      PubDate: 2016-01-01T00:00:00Z
  • Enabling metacognitive skills for mathematics problem solving : a
           collective case study of metacognitive reflection and awareness
    • Authors: Divan Jagals; Marthie Van der Walt
      Abstract: Metacognition encompasses knowledge and regulation that, through reflection, sustain problem solving behaviour. How metacognitive awareness is constructed from reflection on metacognitive knowledge and regulation and how these reflections enable metacognitive skills for Mathematics problem solving remain unclear. Three secondary schools representing instrumental case studies are collectively reported here. In the quantitative part, a Mathematics word problem and a reflection questionnaire were administered to all Grade 8 and 9 learners (n = 609). From each school, a top achiever in Mathematics was invited to an individual interview in the qualitative part (n = 3) and was video recorded while solving a Mathematics word problem. The findings suggest that metacognitive reflection is embedded in the regulatory process and fosters metacognitive awareness. Metacognitive reflection constructs person, task and strategy awareness, particularly through planning and monitoring as it assembles the metacognitive skills necessary for Mathematics problem solving.
      PubDate: 2016-01-01T00:00:00Z
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Tel: +00 44 (0)131 4513762

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