for Journals by Title or ISSN
for Articles by Keywords
help

Publisher: Sabinet Online Ltd   (Total: 222 journals)

 A  B  C  D  E  F  G  H  I  J  K  L  M  N  O  P  Q  R  S  T  U  V  W  X  Y  Z  

        1 2 3 | Last

ACCORD Occasional Paper     Full-text available via subscription   (2 followers)
Acta Academica     Full-text available via subscription   (2 followers)
Acta Classica : Proceedings of the Classical Association of South Africa     Full-text available via subscription   (4 followers)
Acta Criminologica     Full-text available via subscription   (1 follower)
Acta Germanica : German Studies in Africa     Full-text available via subscription  
Acta Juridica     Full-text available via subscription   (11 followers)
Acta Patristica et Byzantina     Full-text available via subscription   (5 followers)
Acta Structilia : Journal for the Physical and Development Sciences     Full-text available via subscription   (1 follower)
Africa Dialogue Monograph Series     Full-text available via subscription   (1 follower)
Africa Insight     Full-text available via subscription   (3 followers)
Africa Institute Occasional Paper     Full-text available via subscription  
Africa Journal of Nursing and Midwifery     Full-text available via subscription   (2 followers)
AfricaGrowth Agenda     Full-text available via subscription   (3 followers)
African Entomology     Full-text available via subscription   (2 followers)
African Finance Journal     Full-text available via subscription   (3 followers)
African Human Rights Law Journal     Full-text available via subscription   (16 followers)
African Journal for Physical Health Education, Recreation and Dance     Full-text available via subscription   (2 followers)
African Journal of Farm Child and Youth Development     Full-text available via subscription  
African Journal of Herpetology     Full-text available via subscription  
African Journal of Psychiatry     Full-text available via subscription   (4 followers)
African Journal of Research in Mathematics, Science and Technology Education     Full-text available via subscription   (3 followers)
African Journal on Conflict Resolution     Open Access   (6 followers)
African Markets Overview     Full-text available via subscription  
African Natural History     Full-text available via subscription   (1 follower)
African Plant Protection     Full-text available via subscription   (4 followers)
African Safety Promotion     Full-text available via subscription   (1 follower)
Africanus     Full-text available via subscription  
Agriprobe     Full-text available via subscription  
Akroterion     Full-text available via subscription   (2 followers)
Annual Survey of South African Law     Full-text available via subscription   (4 followers)
Arms Control : Africa     Full-text available via subscription   (1 follower)
Ars Nova     Full-text available via subscription  
Article 40     Full-text available via subscription   (2 followers)
BER : Architects and Quantity Surveyors' Survey     Full-text available via subscription   (1 follower)
BER : Building and Construction : Full Survey     Full-text available via subscription   (3 followers)
BER : Building Contractors' Survey     Full-text available via subscription   (2 followers)
BER : Building Sub-Contractors' Survey     Full-text available via subscription   (1 follower)
BER : Capital Goods Industries Survey     Full-text available via subscription  
BER : Consumer Confidence Survey     Full-text available via subscription   (3 followers)
BER : Consumer Goods Industries Survey     Full-text available via subscription  
BER : Economic Prospects : An Executive Summary     Full-text available via subscription   (4 followers)
BER : Economic Prospects : Full Survey     Full-text available via subscription   (3 followers)
BER : Intermediate Goods Industries Survey     Full-text available via subscription   (1 follower)
BER : Manufacturing Survey : Full Survey     Full-text available via subscription   (2 followers)
BER : Motor Trade Survey     Full-text available via subscription   (1 follower)
BER : Retail Sector Survey     Full-text available via subscription   (1 follower)
BER : Retail Survey : Full Survey     Full-text available via subscription   (1 follower)
BER : Survey of Business Conditions in Building and Construction : An Executive Summary     Full-text available via subscription   (2 followers)
BER : Survey of Business Conditions in Manufacturing : An Executive Summary     Full-text available via subscription   (2 followers)
BER : Survey of Business Conditions in Retail : An Executive Summary     Full-text available via subscription   (1 follower)
BER : Trends : Full Survey     Full-text available via subscription   (1 follower)
BER : Wholesale Sector Survey     Full-text available via subscription   (1 follower)
Building Women     Full-text available via subscription  
Bulletin of Statistics     Full-text available via subscription   (3 followers)
Cabo     Full-text available via subscription  
Cardiovascular Journal of Africa     Full-text available via subscription   (1 follower)
Cardiovascular Journal of South Africa     Full-text available via subscription   (1 follower)
Child Abuse Research in South Africa     Full-text available via subscription   (1 follower)
Civil Engineering = Siviele Ingenieurswese     Full-text available via subscription   (2 followers)
Civil Engineering = Siviele Ingenieurswese     Full-text available via subscription   (2 followers)
Clean Air Journal     Full-text available via subscription   (2 followers)
CME : Your SA Journal of CPD     Full-text available via subscription   (1 follower)
Codicillus     Full-text available via subscription  
Commonwealth Youth and Development     Full-text available via subscription   (1 follower)
Communicare : Journal for Communication Sciences in Southern Africa = Communicare : Tydskrif vir Kommunikasiewetenskappe in Suider-Afrika     Full-text available via subscription   (3 followers)
Communicatio : South African Journal of Communication Theory and Research     Full-text available via subscription   (1 follower)
Conflict Trends     Full-text available via subscription   (2 followers)
Conspectus : The Journal of the South African Theological Seminary     Full-text available via subscription  
Crime Research in South Africa     Full-text available via subscription   (1 follower)
Critical Arts : A Journal of South-North Cultural and Media Studies     Full-text available via subscription   (2 followers)
Current Allergy & Clinical Immunology     Full-text available via subscription   (4 followers)
Dairy Mail Africa : Publication for the Dairy Industry in Africa     Full-text available via subscription   (1 follower)
De Arte     Full-text available via subscription   (2 followers)
Die Kerkblad     Full-text available via subscription  
Educare     Full-text available via subscription  
Emergency Services SA     Full-text available via subscription  
English in Africa     Full-text available via subscription   (1 follower)
Enterprise Risk     Full-text available via subscription   (2 followers)
Ergonomics SA : Journal of the Ergonomics Society of South Africa     Full-text available via subscription  
ESR Review : Economic and Social Rights in South Africa     Full-text available via subscription   (3 followers)
French Studies in Southern Africa     Full-text available via subscription  
Fundamina : A Journal of Legal History     Full-text available via subscription   (3 followers)
Gender and Behaviour     Full-text available via subscription   (6 followers)
HR Highway     Full-text available via subscription   (2 followers)
IFE Psychologia : An International Journal     Full-text available via subscription  
Image & Text : a Journal for Design     Full-text available via subscription   (5 followers)
IMFO : Official Journal of the Institute of Municipal Finance Officers     Full-text available via subscription   (2 followers)
IMIESA     Full-text available via subscription  
Indilinga African Journal of Indigenous Knowledge Systems     Full-text available via subscription   (3 followers)
Indo-Pacific Journal of Phenomenology     Open Access  
Injury and Safety Monitor     Full-text available via subscription   (1 follower)
Institute for Security Studies Papers     Full-text available via subscription   (3 followers)
Institute of African Studies Research Review     Full-text available via subscription  
Interim : Interdisciplinary Journal     Full-text available via subscription   (2 followers)
International SportMed Journal     Full-text available via subscription   (7 followers)
Investment Analysts Journal     Full-text available via subscription   (3 followers)
Journal for Christian Scholarship = Tydskrif vir Christelike Wetenskap     Full-text available via subscription   (4 followers)
Journal for Contemporary History     Full-text available via subscription   (9 followers)
Journal for Estate Planning Law     Full-text available via subscription   (2 followers)
Journal for Islamic Studies     Full-text available via subscription   (5 followers)

        1 2 3 | Last

African Journal of Research in Mathematics, Science and Technology Education    Journal TOC RSS feeds Export to Zotero [5 followers]  Follow    
  Full-text available via subscription Subscription journal
     ISSN (Print) 1028-8457
     Published by Sabinet Online Ltd Homepage  [222 journals]
  • Chemistry lecturers' perceptions of "critical barriers" to successful solving of acid-base titration problems
    • Abstract: Author: Okanlawon, Ayoade Ejiwale Vol 16 Issue 3 Publication: 2012 Page: 390-404 : Using constructivist theory and knowledge components as a theoretical framework, this paper reports lecturers' perceptions of prior knowledge needed for solving a sample acid-base titration problem involving the neutralization of a conjugate base of a weak acid with a strong acid. Twelve participants were engaged for the study. Their participation in this research was voluntary. Semi-structured interviews were employed as the main instrument for collecting statements about prior knowledge required for solving a sample acid-base titration problem. The transcripts of the interview session were analysed using coding categories. Two types of coding were employed, namely: (1) pre-coding (applicable to the close-ended questions) and (2) researcher-generated coding (applicable to the open-ended questions). These techniques were trialed and found to elicit suitable data in the pilot project. Two independent raters coded the complete transcript of individual lecturers and reliability between the two coders was determined to be 86% using simple agreement analysis. Following application of the qualitative coding scheme to the data collected, frequency counts for each item in the four different knowledge categories (factual, conceptual, procedural, metacognitive) were generated and percentages computed. To help illuminate this analysis, different perceptions of prior knowledge needed for solving an acid-base problem used in this study were reported as a diagrammatic representation. Implications for chemistry teaching are also discussed.
      PubDate: 2012-11-09T09:49:34Z
       
  • Some South African mathematics teachers' concept images of the equation concept
    • Abstract: Author: Tossavainen, Timo Attorps, Iiris Vaisanen, Pertti Vol 16 Issue 3 Publication: 2012 Page: 376-389 : In this paper, we examine the concept definitions a group of South African upper secondary school mathematics teachers (N = 47) express and how their understanding of the truth value, the role of variable and the syntax of expression appear in the participants' explanations for their assessment of examples and non-examples of equations. We use content analysis and standard quantitative methods. The data consists of the participants' answers to a questionnaire reflecting both teachers' concept definitions of equation and their skills in classifying examples and non-examples of equation. Altogether 27 participants were able to give a correct definition of the equation concept. Ten participants' definition was slightly ambiguous yet meaningful and ten participants failed in this task. In general, the participants had very high confidence in the sufficiency of their skills in classifying examples and non-examples of equations. Nevertheless, on average, they only succeeded in correctly identifying an equation in 13 of 24 items, with most of the equations being quite simple and none beyond the upper secondary school level. The findings of this study also reveal a common and dominant conception that equations should always possess the truth value 'true' although truth value is discussed only in one participant's concept definition. Secondly, the participants are quite careless about the syntax and the involved binary relation in particular despite the fact that the correct form of equations and the equality relation were regularly mentioned in their concept definitions of equation. Finally, some participants seem to think that there is only one equation related to each algebraic problem.
      PubDate: 2012-11-09T09:49:34Z
       
  • Introducing calculators to learners early in their schooling : the effect on long-term arithmetic proficiency
    • Abstract: Author: Mogari, David Faleye, Sunday Vol 16 Issue 3 Publication: 2012 Page: 363-375 : There are opposing views about calculator use in school mathematics. This paper reports on a study that investigated the arithmetic proficiency of mathematics 1 university students and the effects of calculator usage at school level on their proficiency. The study followed a descriptive survey design involving the use of questionnaire and data collected from students' examination scripts and a static-group comparison design to determine the effect of introducing calculators early in schooling. The results showed that students who started using calculators in primary school performed significantly worse compared to others who were exposed to calculators later in the schooling. In addition, students who habitually used calculators tend to show a lower arithmetic proficiency than those who sometimes use calculators. Based on the findings of this study, it is recommended that students should first master number computations before they are introduced to the use of calculators.
      PubDate: 2012-11-09T09:49:34Z
       
  • First year students' understanding of the flow of control in recursive algorithms
    • Abstract: Author: Sanders, Ian Scholtz, Tamarisk Vol 16 Issue 3 Publication: 2012 Page: 348-362 : Recursion is an important concept for any computer science student to master. Many first year students develop the viable copies mental model of recursion and can successfully trace the execution of a simple recursive function. This article discusses a study focused on determining whether the ability to successfully trace a recursive function means that the student understands recursion or whether they are simply "applying a formula". The research question investigated was thus "To what extent do students with viable trace mental models understand the flow of control of recursive algorithms'" The research followed a phenomenological approach. A group of first year students with viable mental models was identified by classifying the mental models in their answers to test questions. Fifteen of these students were interviewed. The interviews involved the students talking aloud while they tackled various tasks. Each student's understanding of the active flow, the limiting case and the passive flow was assessed. The results show that in most cases even these students have some difficulty with the active flow, are confused about the passive flow and have misconceptions about the limiting case. This implies that more careful thought needs to be given to the examples used in teaching recursion and how the concept is taught.
      PubDate: 2012-11-09T09:49:34Z
       
  • Editorial
    • Abstract: Author: Lubben, Fred Vol 16 Issue 3 Publication: 2012 Page: 271-272 : This issue, 16.3, of the African Journal of Research in Mathematics, Science and Technology Education (AJRMSTE) includes nine papers from across the three teaching subjects. Four papers concern Mathematics Education research, the same number cover aspects of Science Education research and the remaining paper deals with Technology Education research.
      PubDate: 2012-11-09T09:49:33Z
       
  • Dialogical argumentation instruction as a catalytic agent for the integration of school science with Indigenous Knowledge Systems
    • Abstract: Author: Diwu, Christopher T. Ogunniyi, Meshach B. Vol 16 Issue 3 Publication: 2012 Page: 333-347 : In South Africa and elsewhere, the integration of science and Indigenous Knowledge Systems (IKS) is a contentious issue. This is due to both knowledge systems being underpinned by diverse epistemic authorities. This paper explores the possibilities and challenges associated with the integration of the two knowledge corpuses and how a Dialogical Argumentation Instruction (DAI) teaching approach could mitigate or aggravate such integration. A science class in a local school in Cape Town was exposed to a series of indigenous knowledge (IK) integrated science lessons for six weeks. The DAI approach comprised lessons structured after Toulmin's Argumentation Pattern (TAP) and with argumentation frames developed to categorize the learners argument responses. Individual, group and whole class activities examined various ways for processing indigenous foods through fermentation. Data sources involved classroom observations, written argumentation frame responses and one focus group interview. The Contiguity Argumentation Theory (CAT) has been used to capture and interrogate learners' arguments and experiences in mediating between science and IKS epistemologies beyond the scope of the logical deductive/inductive approach which TAP analysis employed.Analysis of learners' arguments revealed that they held both science and IKS worldviews and that they used them interchangeably without experiencing cognitive conflicts. The focus group interview showed that learners appreciated the inclusion of IK in the science lessons and felt that its inclusion can enhance their understanding of science. Discounting challenges faced, the DAI showed some promise, pending further investigations, that it could mediate the enactment of a science-IK curriculum.
      PubDate: 2012-11-09T09:49:33Z
       
  • Exploring the role of contextual attributes in a Mathematical Literacy assessment task
    • Abstract: Author: Bansilal, Sarah Debba, Rajan Vol 16 Issue 3 Publication: 2012 Page: 302-316 : Mathematical Literacy was introduced in South African schools as a subject driven by life-related applications of mathematics. The design of assessment tasks for Mathematical Literacy (with its emphasis on real-life contexts) has created a new set of demands, not usually encountered in typical mathematics tasks. The purpose of this qualitative study was to identify and to explore how learners attend to some of the demands. In this study the context is understood in terms of attributes which provide the resources for the interpretation of the event. The study was undertaken with a class of 73 Grade 12 Mathematical Literacy learners. Data was generated from learners' written responses to a provincially administered trial examination as well as from semi-structured interviews with ten of the learners. The findings indicate that the learners displayed different levels of engagement with the contextual language, rules and reasoning required by the context. Some learners were also limited by their non-recognition of crucial information. It is recommended that assessment settings which provide learners with structured opportunities to engage deeply with the contextual attributes associated with different contexts should be encouraged. It is hoped that the findings of the study will increase the understanding of the nature and role of assessments in achieving the aims of Mathematical Literacy in South Africa.
      PubDate: 2012-11-09T09:49:33Z
       
  • Traditional healers' views on their indigenous knowledge and the science curriculum
    • Abstract: Author: Hewson, Mariana G. Vol 16 Issue 3 Publication: 2012 Page: 317-332 : African traditional healers (THs) were interviewed in order to explore their indigenous knowledge (IK) concerning natural science topics and science teaching, with potential implications for school science curriculum. First, THs in Lesotho were interviewed about their general ideas and these were compared with ideas obtained from THs in a previous study in South Africa. Then THs in the Western Cape (South Africa) were interviewed about more specific aspects of their IK that could usefully be taught, and also invited to demonstrate teaching methods. The traditional healers interviewed in these studies expressed a coherent view about what could be taught, how to teach it, and enthusiasm to become more engaged in the schooling of African children.
      PubDate: 2012-11-09T09:49:33Z
       
  • Contexts preferred for use in mathematics by Swaziland high performing public schools' junior secondary learners
    • Abstract: Author: Ngcobo, Minenhle Julie, Cyril Vol 16 Issue 3 Publication: 2012 Page: 289-301 : The application of school mathematics to real-life situations is emphasised in most countries as a major goal of the mathematics curriculum. Equally, in international comparative tests such as the Trends In Mathematics and Science Study (TIMSS) and Programme for International Student Assessment (PISA) test items dealing with the applications of mathematics to real-life contexts abound. We investigated contexts junior secondary school learners in Swaziland public schools prefer to deal with in mathematics. A survey design was employed with the questionnaire containing both intra- and extra-mathematical items. Non-parametric statistical procedures were used to analyse the responses from the learners. The analysis suggests that learners mostly prefer contexts that they perceive to impact on their future well-being, that involve real-life situations dealing with modern technologies and with those that are of social concern. The open response section of the questionnaire requested learners to provide motivations for their preferred contexts. The use of constructs from identity development and theories about interest suggest that learners' most popular reason for preferring contexts was a perceived value in dealing with real-life situations in their future. Another popular reason was associated with the effects the contexts might have on learning.
      PubDate: 2012-11-09T09:49:33Z
       
  • The story of a physical science curriculum : transformation or transmutation'
    • Abstract: Author: Nakedi, Mpunki Taylor, Dale Mundalamo, Fhatuwani Rollnick, Marissa Mokeleche, Maebeebe Vol 16 Issue 3 Publication: 2012 Page: 273-288 : Recently Curriculum and Assessment Policy Statements (CAPS) were introduced in South Africa in response to confusion precipitated by previous curriculum documents. The purpose of this paper is to explore that confusion in the subject 'Physical Sciences' and consider the nature of the transformation from the previous curriculum by looking at curriculum documents and examination papers. We present a two phase curriculum change model which suggests that congruency between curriculum documents and examinations is critical for effective curriculum change. We analyse the pre-CAPS curriculum, the National Curriculum Statement (NCS), on its own terms by using the stated outcomes as our reference point. Our analysis reveals that the weighting and conceptualization of the outcomes shifted through successive documents, which undermined congruency between the documents and meant that content-oriented science masqueraded as inquiry-oriented science. This led to a retreat from the original vision of weighting skills and relevance equally with content. The examinations took this retreat a step further. Evidence of the retreat is that the nature of the questions asked in the 2008 examinations on the NCS was similar to that of the 2007 examinations on the previous curriculum which had not changed since apartheid. However, in the NCS examinations there was a small shift towards contextualisation and inquiry oriented science. The retreat means the vision of transformation which was the rationale for the NCS curriculum was eroded - instead of transformation, there was transmutation back to the old apartheid curriculum. The Physical Sciences CAPS cements the retreat and creates new confusion by changing the syllabus again without signposting the change.
      PubDate: 2012-11-09T09:49:33Z
       
 
Proudly sponsored by
LM Information Delivery
One of Europe's leading subscription and information management providers offering cost-efficient solutions for academic and research libraries.
SUNCAT is the largest freely available source of information about serials holdings in the UK. Researchers are able to locate serials held in 85 UK research libraries.