for Journals by Title or ISSN
for Articles by Keywords
help

Publisher: Sabinet Online Ltd   (Total: 188 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  

              [Sort by number of followers]   [Restore default list]

Showing 1 - 188 of 188 Journals sorted alphabetically
ACCORD Occasional Paper     Open Access   (Followers: 1)
Acta Academica     Full-text available via subscription   (Followers: 5, SJR: 0.13, h-index: 4)
Acta Classica : Proceedings of the Classical Association of South Africa     Full-text available via subscription   (Followers: 4, SJR: 0.102, h-index: 2)
Acta Criminologica     Full-text available via subscription  
Acta Germanica : German Studies in Africa     Full-text available via subscription  
AFFRIKA J. of Politics, Economics and Society     Full-text available via subscription   (Followers: 1)
Africa Conflict Monitor     Full-text available via subscription   (Followers: 3)
Africa Insight     Full-text available via subscription   (Followers: 13)
Africa Institute Occasional Paper     Full-text available via subscription   (Followers: 2)
Africa J. of Nursing and Midwifery     Full-text available via subscription   (Followers: 9, SJR: 0.128, h-index: 4)
AfricaGrowth Agenda     Full-text available via subscription   (Followers: 1)
African Entomology     Full-text available via subscription   (Followers: 8, SJR: 0.295, h-index: 21)
African Finance J.     Full-text available via subscription   (Followers: 16, SJR: 0.168, h-index: 2)
African J. for Physical, Health Education, Recreation and Dance     Full-text available via subscription   (Followers: 5)
African J. of Business and Economic Research     Full-text available via subscription   (Followers: 1)
African J. of Democracy and Governance     Full-text available via subscription   (Followers: 2)
African J. of Herpetology     Full-text available via subscription   (Followers: 1, SJR: 0.327, h-index: 10)
African J. of Research in Mathematics, Science and Technology Education     Full-text available via subscription   (Followers: 8)
African J. of Rhetoric     Full-text available via subscription  
African J. of Wildlife Research     Full-text available via subscription   (Followers: 1)
African Plant Protection     Open Access   (Followers: 2)
African Renaissance     Full-text available via subscription   (Followers: 1)
African Safety Promotion     Full-text available via subscription   (Followers: 3)
African Yearbook of Rhetoric     Full-text available via subscription  
Africanus     Full-text available via subscription   (Followers: 2)
Agriprobe     Open Access  
Akroterion     Full-text available via subscription   (Followers: 3)
Annals of the Ditsong National Museum of Natural History     Full-text available via subscription  
Annual Survey of South African Law     Full-text available via subscription   (Followers: 5)
Ars Nova     Full-text available via subscription   (Followers: 1)
Article 40     Open Access   (Followers: 1)
BER : Architects and Quantity Surveyors' Survey     Full-text available via subscription   (Followers: 5)
BER : Building and Construction : Full Survey     Full-text available via subscription   (Followers: 8)
BER : Building Contractors' Survey     Full-text available via subscription   (Followers: 4)
BER : Building Sub-Contractors' Survey     Full-text available via subscription   (Followers: 3)
BER : Capital Goods Industries Survey     Full-text available via subscription   (Followers: 1)
BER : Consumer Confidence Survey     Full-text available via subscription   (Followers: 4)
BER : Consumer Goods Industries Survey     Full-text available via subscription  
BER : Economic Prospects : An Executive Summary     Full-text available via subscription  
BER : Economic Prospects : Full Survey     Full-text available via subscription   (Followers: 2)
BER : Intermediate Goods Industries Survey     Full-text available via subscription   (Followers: 1)
BER : Manufacturing Survey : Full Survey     Full-text available via subscription   (Followers: 2)
BER : Motor Trade Survey     Full-text available via subscription   (Followers: 1)
BER : Retail Sector Survey     Full-text available via subscription   (Followers: 2)
BER : Retail Survey : Full Survey     Full-text available via subscription   (Followers: 2)
BER : Survey of Business Conditions in Building and Construction : An Executive Summary     Full-text available via subscription   (Followers: 4)
BER : Survey of Business Conditions in Manufacturing : An Executive Summary     Full-text available via subscription   (Followers: 3)
BER : Survey of Business Conditions in Retail : An Executive Summary     Full-text available via subscription   (Followers: 3)
BER : Trends : Full Survey     Full-text available via subscription   (Followers: 2)
BER : Wholesale Sector Survey     Full-text available via subscription   (Followers: 1)
Building Women     Full-text available via subscription  
Bulletin of Statistics     Full-text available via subscription   (Followers: 4)
Business Tax and Company Law Quarterly     Full-text available via subscription   (Followers: 2)
Cabo     Full-text available via subscription  
Cardiovascular J. of Africa     Full-text available via subscription   (Followers: 3, SJR: 0.414, h-index: 22)
Child Abuse Research in South Africa     Full-text available via subscription   (Followers: 1)
Civil Engineering = Siviele Ingenieurswese     Full-text available via subscription   (Followers: 4)
Clean Air J.     Full-text available via subscription   (Followers: 2)
Clean Air J. = Tydskrif vir Skoon Lug     Full-text available via subscription  
Climate Summary of South Africa     Full-text available via subscription  
Commonwealth Youth and Development     Full-text available via subscription   (Followers: 3)
Communicare : J. for Communication Sciences in Southern Africa     Full-text available via subscription   (Followers: 5)
Comparative and Intl. Law J. of Southern Africa     Full-text available via subscription  
Conflict Trends     Full-text available via subscription   (Followers: 7)
Conspectus : The J. of the South African Theological Seminary     Open Access   (Followers: 2)
Current Allergy & Clinical Immunology     Open Access   (Followers: 8, SJR: 0.127, h-index: 6)
De Arte     Full-text available via subscription   (Followers: 4)
De Rebus     Full-text available via subscription  
Die Kerkblad     Full-text available via subscription  
Educare     Full-text available via subscription   (Followers: 1)
Emergency Services SA     Full-text available via subscription   (Followers: 2)
English in Africa     Full-text available via subscription   (Followers: 2)
Ergonomics SA : J. of the Ergonomics Society of South Africa     Full-text available via subscription  
ESR Review : Economic and Social Rights in South Africa     Open Access   (Followers: 4)
Evidence Based Summaries in Dentistry     Full-text available via subscription   (Followers: 1)
FarmBiz     Full-text available via subscription  
Farmer’s Weekly     Full-text available via subscription  
Farmlink Africa     Full-text available via subscription  
Food Manufacturing Africa     Full-text available via subscription  
French Studies in Southern Africa     Full-text available via subscription   (Followers: 1)
Fundamina : A J. of Legal History     Open Access   (Followers: 5)
Gender and Behaviour     Full-text available via subscription   (Followers: 10)
Gender Questions     Full-text available via subscription  
Ghanaian J. of Economics     Full-text available via subscription  
HR Future     Full-text available via subscription  
IFE Psychologia : An Intl. J.     Full-text available via subscription   (Followers: 1)
Image & Text : a J. for Design     Full-text available via subscription   (Followers: 17)
IMFO : Official J. of the Institute of Municipal Finance Officers     Full-text available via subscription   (Followers: 1)
IMIESA     Full-text available via subscription  
Indilinga African J. of Indigenous Knowledge Systems     Full-text available via subscription   (Followers: 3)
Inside Mining     Full-text available via subscription   (Followers: 1)
Institute for Security Studies Papers     Full-text available via subscription   (Followers: 6)
Interim : Interdisciplinary J.     Open Access   (Followers: 3)
Intl. J. for Religious Freedom     Full-text available via subscription  
J. for Christian Scholarship = Tydskrif vir Christelike Wetenskap     Full-text available via subscription   (Followers: 4)
J. for Contemporary History     Full-text available via subscription   (Followers: 15)
J. for Islamic Studies     Full-text available via subscription   (Followers: 15)
J. for Juridical Science     Full-text available via subscription  
J. for Language Teaching = Tydskrif vir Taalonderrig     Full-text available via subscription   (Followers: 3)
J. for New Generation Sciences     Open Access   (Followers: 2)
J. for Semitics     Full-text available via subscription   (Followers: 5)
J. of African Elections     Full-text available via subscription  
J. of African Foreign Affairs     Full-text available via subscription   (Followers: 1)
J. of African Union Studies     Full-text available via subscription  
J. of Contemporary Management     Full-text available via subscription  
J. of Gender, Information and Development in Africa     Full-text available via subscription   (Followers: 3)
J. of Minimum Intervention in Dentistry     Full-text available via subscription  
J. of Public Administration     Full-text available via subscription   (Followers: 23)
J. of Somali Studies     Full-text available via subscription  
J. of Strategic Studies : A J. of the Southern Bureau of Strategic Studies Trust     Full-text available via subscription  
Kleio     Full-text available via subscription   (Followers: 2)
Learning and Teaching Mathematics     Full-text available via subscription   (Followers: 2)
Litnet Akademies : 'n Joernaal vir die Geesteswetenskappe, Natuurwetenskappe, Regte en Godsdienswetenskappe     Open Access  
Malawi Law J.     Full-text available via subscription   (Followers: 5)
Management Dynamics : J. of the Southern African Institute for Management Scientists     Full-text available via subscription   (Followers: 2)
Medical Technology SA     Full-text available via subscription  
Meditari : Research J. of the School of Accounting Sciences     Full-text available via subscription   (Followers: 1)
Missionalia : Southern African J. of Mission Studies     Full-text available via subscription   (Followers: 1, SJR: 0.153, h-index: 5)
MNASSA : Monthly Notes of the Astronomical Society of South Africa     Full-text available via subscription  
Monographs of the Transvaal Museum     Full-text available via subscription  
Musicus     Full-text available via subscription  
Neotestamentica     Full-text available via subscription   (Followers: 8, SJR: 0.212, h-index: 6)
New Coin Poetry     Full-text available via subscription   (Followers: 1)
New Voices in Psychology     Full-text available via subscription   (Followers: 1)
Obiter     Full-text available via subscription   (Followers: 1)
Obstetrics and Gynaecology Forum     Full-text available via subscription   (Followers: 3, SJR: 0.106, h-index: 2)
Occupational Health Southern Africa     Full-text available via subscription   (Followers: 1)
Old Testament Essays     Full-text available via subscription   (Followers: 13)
Personal Finance Newsletter     Full-text available via subscription   (Followers: 1)
Perspectives in Education     Full-text available via subscription   (Followers: 2, SJR: 0.228, h-index: 13)
Politeia     Full-text available via subscription   (Followers: 1)
Professional Accountant     Full-text available via subscription   (Followers: 1)
Professional Nursing Today     Full-text available via subscription   (Followers: 4)
Progressio     Full-text available via subscription   (Followers: 2)
Psycho-analytic Psychotherapy in South Africa     Full-text available via subscription   (Followers: 2)
Quest     Open Access  
ReSource     Full-text available via subscription  
Retail and Marketing Review     Full-text available via subscription  
Rostrum : Newsletter of the Entomological Society of Southern Africa     Open Access   (Followers: 1)
SA Irrigation = SA Besproeiing     Full-text available via subscription  
SA Mercantile Law J. = SA Tydskrif vir Handelsreg     Full-text available via subscription   (Followers: 1)
SABI Magazine - Tydskrif     Full-text available via subscription  
Scriptura : Intl. J. of Bible, Religion and Theology in Southern Africa     Open Access   (Followers: 9)
Scrutiny2     Full-text available via subscription  
Servamus Community-based Safety and Security Magazine     Full-text available via subscription  
Shakespeare in Southern Africa     Full-text available via subscription   (Followers: 3)
South African Actuarial J.     Full-text available via subscription  
South African Computer J.     Full-text available via subscription  
South African Food Review     Full-text available via subscription  
South African Gastroenterology Review     Full-text available via subscription   (Followers: 1, SJR: 0.102, h-index: 1)
South African Health Review     Open Access   (Followers: 2)
South African J. for Research in Sport, Physical Education and Recreation     Full-text available via subscription   (Followers: 4, SJR: 0.186, h-index: 7)
South African J. of Art History     Full-text available via subscription   (Followers: 2)
South African J. of Business Management     Full-text available via subscription   (Followers: 2, SJR: 0.194, h-index: 8)
South African J. of Chemical Engineering     Open Access   (Followers: 2)
South African J. of Chemistry     Open Access   (Followers: 2, SJR: 0.193, h-index: 14)
South African J. of Criminal Justice     Full-text available via subscription   (Followers: 1)
South African J. of Cultural History     Full-text available via subscription  
South African J. of Diabetes and Vascular Disease     Full-text available via subscription   (Followers: 2)
South African J. of Economic History     Full-text available via subscription   (Followers: 2)
South African J. of Education     Open Access   (SJR: 0.335, h-index: 14)
South African J. of Higher Education     Full-text available via subscription   (Followers: 4)
South African J. of Labour Relations     Full-text available via subscription   (Followers: 1)
South African J. of Sports Medicine     Open Access   (Followers: 10)
South African J. of Wildlife Research     Full-text available via subscription   (Followers: 1, SJR: 0.583, h-index: 24)
South African J. on Human Rights     Full-text available via subscription   (Followers: 11, SJR: 0.19, h-index: 7)
South African Music Studies : SAMUS     Full-text available via subscription   (Followers: 1)
South African Ophthalmology J.     Full-text available via subscription  
South African Pharmaceutical and Cosmetic Review     Full-text available via subscription  
South African Radiographer     Full-text available via subscription   (Followers: 1)
Southern African Business Review     Open Access   (Followers: 1)
Southern African Forestry J.     Full-text available via subscription   (Followers: 1)
Southern African Humanities     Full-text available via subscription   (Followers: 1, SJR: 0.409, h-index: 11)
Southern African J. of Accountability and Auditing Research     Full-text available via subscription  
Southern African Review of Education with Education with Production     Full-text available via subscription   (Followers: 2)
Stilet : Tydskrif van die Afrikaanse Letterkundevereniging     Full-text available via subscription  
Studies in Economics and Econometrics     Full-text available via subscription   (Followers: 5, SJR: 0.1, h-index: 6)
Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie     Open Access  
Tax Breaks Newsletter     Full-text available via subscription   (Followers: 3)
TAXtalk     Full-text available via subscription   (Followers: 2)
TD : The J. for Transdisciplinary Research in Southern Africa     Full-text available via subscription  
The Dairy Mail     Full-text available via subscription   (Followers: 3)
Transport World Africa     Full-text available via subscription   (Followers: 3)
Unisa Latin American Report     Full-text available via subscription  
Veld & Flora     Full-text available via subscription   (Followers: 2)
Water & Sanitation Africa     Full-text available via subscription   (Followers: 3)
Without Prejudice     Full-text available via subscription  
Word and Action = Woord en Daad     Full-text available via subscription  

              [Sort by number of followers]   [Restore default list]

Journal Cover African Journal of Research in Mathematics, Science and Technology Education
  [8 followers]  Follow
    
   Full-text available via subscription Subscription journal
   ISSN (Print) 1028-8457 - ISSN (Online) 1811-7295
   Published by Sabinet Online Ltd Homepage  [188 journals]
  • 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
       
  • 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
       
  • 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
       
  • 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' 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 pattern recognition 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 generalisations. 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
       
  • 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
       
  • 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 Rìo; and Àlvarez, 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
       
  • 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
       
  • 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
       
  • 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
       
  • 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
       
  • 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
       
  • 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
       
  • Outsiders looking in : tutor expertise in engineering writing
    • Authors: Annah Bengesai
      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: 2015-01-01T00:00:00Z
       
  • An application of the Rasch measurement theory to an assessment of
           geometric thinking levels
    • Authors: Gerrit Stols; Caroline Long Tim Dunne
      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: 2015-01-01T00:00:00Z
       
  • Talking time, seeing time : the importance of attending to time in
           financial mathematics
    • Authors: Craig Pournara
      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: 2015-01-01T00:00:00Z
       
  • A comparison of the mathematical knowledge and skills of first-year
           student cohorts from a transmission and an outcomes-based curriculum
    • Authors: Sonica Froneman; Mariana Plotz, Trudie Benade Hannatjie Vorster
      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: 2015-01-01T00:00:00Z
       
  • The use of cartoons as a tool to support teacher ownership of mathematics
           curriculum change
    • Authors: Lyn Webb
      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: 2015-01-01T00:00:00Z
       
  • Planning a teaching sequence for the teaching of chemical bonding
    • Authors: Doras Sibanda; Paul Hobden
      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: 2015-01-01T00:00:00Z
       
  • An analysis of teachers' concept confusion concerning electric and
           magnetic fields
    • Authors: Ans Hekkenberg; Miriam Lemmer Peter Dekkers
      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: 2015-01-01T00:00:00Z
       
  • Tracing the policy mediation process in the implementation of a change in
           the Life Sciences curriculum
    • Authors: Asheena Singh-Pillay; Busisiwe Alant
      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: 2015-01-01T00:00:00Z
       
  • Teacher knowledge shaping the teaching of genetics : a case study of two
           underqualified teachers in Malawi
    • Authors: Margaret M. Mdolo; Fhatuwani J. Mundalamo Margaret M. Mdolo
      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: 2015-01-01T00:00:00Z
       
 
 
JournalTOCs
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Email: journaltocs@hw.ac.uk
Tel: +00 44 (0)131 4513762
Fax: +00 44 (0)131 4513327
 
Home (Search)
Subjects A-Z
Publishers A-Z
Customise
APIs
Your IP address: 54.146.211.105
 
About JournalTOCs
API
Help
News (blog, publications)
JournalTOCs on Twitter   JournalTOCs on Facebook

JournalTOCs © 2009-2016