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Publisher: Sabinet Online Ltd   (Total: 185 journals)

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ACCORD Occasional Paper     Full-text available via subscription   (Followers: 3)
Acta Academica     Full-text available via subscription   (Followers: 3, SJR: 0.123, h-index: 3)
Acta Classica : Proceedings of the Classical Association of South Africa     Full-text available via subscription   (Followers: 7, SJR: 0.14, h-index: 1)
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Africa Insight     Full-text available via subscription   (Followers: 13)
Africa Institute Occasional Paper     Full-text available via subscription   (Followers: 3)
Africa J. of Nursing and Midwifery     Full-text available via subscription   (Followers: 9, SJR: 0.128, h-index: 3)
AfricaGrowth Agenda     Full-text available via subscription   (Followers: 1)
African Entomology     Full-text available via subscription   (Followers: 4, SJR: 0.371, h-index: 18)
African Finance J.     Full-text available via subscription   (Followers: 14)
African J. for Physical, Health Education, Recreation and Dance     Full-text available via subscription   (Followers: 5)
African J. of Farm Child and Youth Development     Full-text available via subscription   (Followers: 5)
African J. of Herpetology     Full-text available via subscription   (Followers: 1, SJR: 0.51, h-index: 9)
African J. of Psychiatry     Full-text available via subscription   (Followers: 4, SJR: 0.102, h-index: 1)
African J. of Research in Mathematics, Science and Technology Education     Full-text available via subscription   (Followers: 9)
African Markets Overview     Full-text available via subscription   (Followers: 2)
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Annual Survey of South African Law     Full-text available via subscription   (Followers: 4)
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Ars Nova     Full-text available via subscription   (Followers: 1)
Article 40     Full-text available via subscription   (Followers: 2)
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Building Women     Full-text available via subscription  
Bulletin of Statistics     Full-text available via subscription   (Followers: 3)
Cabo     Full-text available via subscription  
Cardiovascular J. of Africa     Full-text available via subscription   (Followers: 2, SJR: 0.3, h-index: 19)
Child Abuse Research in South Africa     Full-text available via subscription   (Followers: 2)
Civil Engineering = Siviele Ingenieurswese     Full-text available via subscription   (Followers: 5)
Clean Air J.     Full-text available via subscription   (Followers: 2)
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Codicillus     Full-text available via subscription  
Commonwealth Youth and Development     Full-text available via subscription   (Followers: 3)
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Conflict Trends     Full-text available via subscription   (Followers: 1)
Conspectus : The J. of the South African Theological Seminary     Full-text available via subscription  
Crime Research in South Africa     Full-text available via subscription   (Followers: 1)
Current Allergy & Clinical Immunology     Full-text available via subscription   (Followers: 7, SJR: 0.126, h-index: 4)
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ESR Review : Economic and Social Rights in South Africa     Full-text available via subscription   (Followers: 4)
French Studies in Southern Africa     Full-text available via subscription   (Followers: 1)
Fundamina : A J. of Legal History     Full-text available via subscription   (Followers: 5)
Gender and Behaviour     Full-text available via subscription   (Followers: 11)
HR Highway     Full-text available via subscription   (Followers: 2)
IFE Psychologia : An Intl. J.     Full-text available via subscription   (Followers: 1)
Image & Text : a J. for Design     Full-text available via subscription   (Followers: 12)
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IMIESA     Full-text available via subscription  
Indilinga African J. of Indigenous Knowledge Systems     Full-text available via subscription   (Followers: 3)
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J. for New Generation Sciences     Full-text available via subscription   (Followers: 3)
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J. of African Elections     Full-text available via subscription  
J. of Contemporary Management     Full-text available via subscription   (Followers: 1)
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J. of Public Administration     Full-text available via subscription   (Followers: 19)
Juta's Business Law     Full-text available via subscription   (Followers: 1)
Kleio     Full-text available via subscription   (Followers: 2)
Learning and Teaching Mathematics     Full-text available via subscription   (Followers: 1)

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Journal Cover   African Journal of Research in Mathematics, Science and Technology Education
  [9 followers]  Follow
    
   Full-text available via subscription Subscription journal
   ISSN (Print) 1028-8457
   Published by Sabinet Online Ltd Homepage  [185 journals]
  • We would like to express our appreciation for all our reviewers for 2014
    • Abstract: Vol 19 Issue 1 Publication: 2015 Page: 105-106 Abstract: We would like to express our appreciation for all our reviewers for 2014
      PubDate: 2015-03-16T13:14:31Z
       
  • Outsiders looking in : tutor expertise in engineering writing
    • Abstract: Author: Bengesai, Annah Vol 19 Issue 1 Publication: 2015 Page: 95-104 Abstract: Drawing on an academic literacies approach, this article explores the representations of technical communication by non-content expert tutors teaching the Technical Communication for Engineering course at a South African university. The course is offered to all first year engineering students as a developmental academic literacy course. It is administered by an engineering academic and taught by language specialists. The purpose of this exploration was to examine how the various representations of technical communication permeate academic practice and inform pedagogical practice and attitudes to learning. The data were drawn from a recent doctoral study in which a total of 31 tutorials were observed over a 13 week period. Ten tutors and 24 students were also interviewed. The findings of this study show that the tutors acted as members of the discourse community they came from and employed 'orders of discourses' that they were familiar with to influence their teaching. As a consequence, their experiences of the humanities rhetoric to a greater extent influenced the way they approached technical writing. This finding points to an articulation gap between language tutors' conceptions of their role in the development of technical communication and the needs of the students. Furthermore, the findings question the extent to which these tutors, who themselves did not have access to engineering Discourse (drawing on Gee's concept of small discourse and big Discourse) were adequately prepared to initiate students into the same Discourse.
      PubDate: 2015-03-16T13:14:31Z
       
  • Talking time, seeing time : the importance of attending to time in
           financial mathematics
    • Abstract: Author: Pournara, Craig Vol 19 Issue 1 Publication: 2015 Page: 82-94 Abstract: Through analysing a critical incident where a small group of pre-service secondary mathematics teachers work together on an annuities problem, we gain insight into the ways in which students make use of timelines and attend to time in their talk. Drawing on Lave and Wenger's notion of transparency, I argue that it was only when time became visible for the students, that they were able to resolve the impasse they had reached in working with the timeline. I propose the notion of pre-visible to describe the ways in which a newcomer makes use of a resource in an intuitive way when s/he still lacks awareness of how the resource is typically used in the practice. I discuss five issues pertaining to the use of timelines in working with annuities: the changing role of the timeline; attending to discrete points in time vs intervals; explicit attention to time on the timeline; explicit attention to time in students' talk; and potential problems associated with the use of month-names on a timeline. I make recommendations for teaching based on these findings.
      PubDate: 2015-03-16T13:14:31Z
       
  • An application of the Rasch measurement theory to an assessment of
           geometric thinking levels
    • Abstract: Author: Stols, Gerrit Long, Caroline Dunne, Tim Vol 19 Issue 1 Publication: 2015 Page: 69-81 Abstract: The purpose of this study is to apply the Rasch model to investigate both the Van Hiele theory for geometric development and an associated test. In terms of the test, the objective is to investigate the functioning of a classic 25-item instrument designed to identify levels of geometric proficiency. The dataset of responses by 244 students (106 for a pre-test and 138 for a post-test) of whom 76 sat both the pre-test and the post-test. The summary item statistics do not show statistically discernible differences between observed and expected scores under the Rasch model (chi-square statistic). The Rasch analysis confirms to a strong extent the Van Hiele theory of geometric development. The study identifies some problematic test items as they only require knowledge of a specific aspect of geometry instead of testing geometric reasoning. In terms of the Van Hiele theory, the Rasch analyses identified as problematic some items about class inclusion, an issue that has also been raised in other studies.
      PubDate: 2015-03-16T13:14:31Z
       
  • The use of cartoons as a tool to support teacher ownership of mathematics
           curriculum change
    • Abstract: Author: Webb, Lyn Vol 19 Issue 1 Publication: 2015 Page: 57-68 Abstract: In South Africa teachers are faced with the introduction of yet another revised curriculum. Higher education institutes are developing programmes to help teachers through the transition. This article describes such an intervention. The research addresses the question: how could mathematical reasoning cartoons be used as a tool to support teacher ownership of curriculum change? The article reports on three action research iterations in which qualified and experienced mathematics teachers are introduced to the use of reasoning cartoons during a short learning programme targeting the development of teachers' ownership of curriculum change. Rainer and Matthews's ownership of learning framework is adapted and used as a theoretical lens to provide indicators of teachers' ownership of curriculum change. Data were collected from audio-taped discussions in groups and teachers' written reflections concerning the introduction of reasoning cartoons, using the tenets of exploratory talk, into their classes. The results indicate that, after the first iteration, where cartoons developed commercially in the UK were introduced, teachers demonstrated that they could move from a didactic to a dialogic environment where spaces were created for all participants to speak and to listen. When cartoon content was drawn from the current South African curriculum, the teachers were able to introduce a largely teacher-centred approach to implementing the curriculum. However, it was only when the teachers took ownership of their own cartoon construction that they manifested the majority of indicators of ownership of curriculum change. The research suggests that teachers can use a mediating artefact to enable them to embrace curriculum changes imposed from the top down.
      PubDate: 2015-03-16T13:14:31Z
       
  • A comparison of the mathematical knowledge and skills of first-year
           student cohorts from a transmission and an outcomes-based curriculum
    • Abstract: Author: Froneman, Sonica Plotz, Mariana Benade, Trudie Vorster, Hannatjie Vol 19 Issue 1 Publication: 2015 Page: 45-56 Abstract: The traditional transmission-based school curriculum in South Africa has been replaced by an outcomes-based school curriculum since 1998. In this article we report on a comparative study on the mathematical knowledge and skills of two cohorts of first-year students: the last cohort to be exposed to a transmission curriculum in Grades 10-12 and the first cohort to complete their entire school career according to an outcomes-based curriculum. The performances of the two cohorts were analysed in terms of procedural, proceptual and conceptual knowledge constructs, as well as topic areas of school mathematics. A t-test statistical analysis of the results of a mathematics diagnostic test was used in the analysis. A statistically significant difference with a small effect size was established for procedural knowledge, indicating that the outcomes-based education cohort has poorer algebraic skills. Statistically significant differences with a small to medium effect were obtained in the question-by-question comparison of topic areas, indicating a possible improvement in the conceptual knowledge of students of the outcomes-based education cohort.
      PubDate: 2015-03-16T13:14:31Z
       
  • An analysis of teachers' concept confusion concerning electric and
           magnetic fields
    • Abstract: Author: Hekkenberg, Ans Lemmer, Miriam Dekkers, Peter Vol 19 Issue 1 Publication: 2015 Page: 34-44 Abstract: 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 magnetic and electric fields. An example of concept confusion is the perception that a magnetic north pole has an excess of positive charges and consequently attracts negative charges placed in the field. The researchers constructed a framework of 20 interrelated critical aspects of which the scientific topic is composed conceptually. Next, the understanding of concepts and interactions in electric and magnetic fields by 36 teachers of physical science (a subject combining physics and chemistry for grades 10-12), who were enrolled for an in-service subject knowledge upgrading course, was probed through questionnaires and interviews. This approach allowed us to answer the central research question of this study: what alternative understandings do teachers have of the topic of electric and magnetic fields in terms of potential concept confusion? The teachers' understanding does appear to be interpretable in terms of whether or not they distinguish between the critical aspects identified in this study. The results show six categories of aspects of electric and magnetic fields causing teachers' inability to distinguish between the two fields, with a consequent confusion of concepts. These categories are: sources of currents; sources of electric fields; sources of magnetic fields; the effects of electric and magnetic fields on materials; electric and magnetic forces; and the direction of the electric and magnetic forces. Results from this research study may contribute to the enhancement of physical science teacher training and consequently school teaching.
      PubDate: 2015-03-16T13:14:31Z
       
  • Planning a teaching sequence for the teaching of chemical bonding
    • Abstract: Author: Sibanda, Doras Hobden, Paul Vol 19 Issue 1 Publication: 2015 Page: 23-33 Abstract: The current study seeks to examine how teachers plan teaching sequences to teach chemical bonding in the senior secondary phase of schooling. The study employs a learning demand tool as interpretive framework. A mixed method was used to guide the collection of data. Data were collected through a survey instrument with 227 practising physical science teachers and through follow-up interviews with 11 of these teachers. The findings indicate that physical science teachers are in agreement that the topic is difficult to teach and learn. They report using mainly curriculum documents rather than other resources such as textbooks to inform their decisions about sequencing. An encouraging sign is that many teachers, if given the choice, would use teaching sequences that are similar to those suggested by recent research, that is, bottom-up approaches starting with the microscopic (attractive forces between atoms) and then moving towards the macroscopic (substances and their properties). However, teachers do not appear to give learner everyday prior understandings or learning demands of their specific learners much attention when going about planning teaching sequences. Given the need to introduce evidence-based effective teaching sequences, the findings suggest that the most productive way would be through writing these sequences into curriculum documents rather than promoting these through other means such as continuous professional development programmes.
      PubDate: 2015-03-16T13:14:31Z
       
  • Tracing the policy mediation process in the implementation of a change in
           the Life Sciences curriculum
    • Abstract: Author: Singh-Pillay, Asheena Alant, Busisiwe Vol 19 Issue 1 Publication: 2015 Page: 12-22 Abstract: This paper accounts for the enacted realities of curriculum reform in South Africa, in particular the mediation of curriculum change. Curriculum implementation is viewed as a complex networked process of transforming or mediating policy into classroom practice. The fact that curriculum implementation is seen as problematic requires attention for curriculum mediation. The view that curriculum reform is a linear process, occurs in isolation and is entirely controlled by human agency is questioned. We argue that this view misjudges the complexity and grittiness of the process and ignores the multitude of actors involved who are networked during curriculum mediation and, in turn, eventually sculpt curriculum implementation. The two research questions addressed are: how is policy presented during mediation; and how does the practice of mediation get performed? Actor-network theory (ANT) is employed to model the tensions that exist in the terrains of curriculum policy reform with respect to the National Curriculum Statement-Further Education and Training Life Sciences policy. ANT is used at theoretical and methodological levels to trace the mediation of the policy workshops for Life Sciences teachers. The workshops were video-recoded, and analysed qualitatively using NVIVO to generate tag clouds to identify the drivers of the mediation process. The situated realities of policy mediation borne out by two scenarios created by change and National Senior Certificate examination results are discussed in the paper. At issue is the idea of how socio-material elements shape the mediation process when policy is presented as an invader and a hindrance while the practice of mediation is performed as moments of negotiations.
      PubDate: 2015-03-16T13:14:31Z
       
  • Teacher knowledge shaping the teaching of genetics : a case study of two
           underqualified teachers in Malawi
    • Abstract: Author: Mdolo, Margaret M. Mundalamo, Fhatuwani J. Vol 19 Issue 1 Publication: 2015 Page: 1-11 Abstract: This paper reports on the relationship between the subject matter knowledge of two underqualified teachers and their topic-specific pedagogical content knowledge (TSPCK) as they taught genetics at two community secondary schools in Malawi. The study was qualitative and used the multiple case study approach. The sample was purposefully chosen. Data were collected through video-recorded lesson observations and tape-recorded interviews. Guided by literature on teaching genetics and on TSPCK, thematic analysis was done on the data to identify emerging themes and categories that best provided meaning. The categories used in analysing the data were the five components of TSPCK: learners' prior knowledge; curricular saliency; what makes the topic easy or difficult to understand; representations including analogies; and conceptual teaching strategies. For both teachers, their knowledge of subject matter influenced three of the five components of TSPCK: knowledge of subject representations; teaching strategies; and issues that make the topic difficult/easy to understand. The other two components, that is, knowledge of learner's prior knowledge on the topic and curricular saliency, depended more on the way the teachers perceived the purpose of teaching genetics for their learners - either for success in the high-stakes national examinations or for understanding and applying this knowledge in their everyday life experiences. Although these findings cannot be generalised owing to the small sample size, they do highlight the need for adequate subject matter knowledge and awareness of the purpose of teaching genetics for teachers to have strong TSPCK. Therefore, tertiary institutions involved in secondary school teacher preparation in Malawi and the Ministry of Education, Science and Technology should design relevant interventions to improve the underqualified teachers' subject matter knowledge on genetics and sensitise them on the purpose of teaching genetics, so that their TSPCK of genetics can be strengthened which, in turn, would improve the teaching of the topic in community secondary schools for the country to have a genetics-literate public.
      PubDate: 2015-03-16T13:14:31Z
       
 
 
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