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  Subjects -> EDUCATION (Total: 1755 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (22 journals)
    - EDUCATION (1466 journals)
    - HIGHER EDUCATION (119 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (28 journals)
    - SCHOOL ORGANIZATION (12 journals)
    - SPECIAL EDUCATION AND REHABILITATION (34 journals)
    - TEACHING METHODS AND CURRICULUM (37 journals)

EDUCATION (1466 journals)                  1 2 3 4 5 6 7 8 | Last

Showing 1 - 200 of 857 Journals sorted alphabetically
#Tear : Revista de Educação, Ciência e Tecnologia     Open Access   (Followers: 2)
(Pensamiento), (palabra) y obra     Open Access  
@tic. revista d'innovació educativa     Open Access  
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access  
About Campus     Hybrid Journal   (Followers: 5)
Academic Medicine     Full-text available via subscription   (Followers: 59)
Academic Psychiatry     Full-text available via subscription   (Followers: 22)
Academic Questions     Hybrid Journal   (Followers: 7)
Academy of Educational Leadership Journal     Full-text available via subscription   (Followers: 58)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 50)
Accounting & Finance     Hybrid Journal   (Followers: 46)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 17)
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 4)
Across the Disciplines     Open Access   (Followers: 8)
Acta Didactica Norge     Open Access  
Acta Scientiarum. Education     Open Access  
Acta Technologica Dubnicae     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 57)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 39)
Action Research     Hybrid Journal   (Followers: 40)
Active Learning in Higher Education     Hybrid Journal   (Followers: 306)
Actualidades Pedagógicas     Open Access  
Administration & Society     Hybrid Journal   (Followers: 12)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 149)
Adult Education Quarterly     Hybrid Journal   (Followers: 142)
Advanced Education     Open Access   (Followers: 6)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 22)
Advances in High Energy Physics     Open Access   (Followers: 19)
Advances in School Mental Health Promotion     Partially Free   (Followers: 9)
AERA Open     Open Access   (Followers: 6)
Africa Education Review     Partially Free   (Followers: 24)
African Journal of Chemical Education     Open Access   (Followers: 2)
African Journal of Educational Studies in Mathematics and Sciences     Full-text available via subscription   (Followers: 5)
African Journal of Health Professions Education     Open Access   (Followers: 5)
African Journal of Research in Mathematics, Science and Technology Education     Full-text available via subscription   (Followers: 8)
Agora     Full-text available via subscription   (Followers: 3)
AGORA Magazine     Open Access  
Ahmad Dahlan Journal of English Studies     Open Access   (Followers: 1)
AIDS Education and Prevention     Full-text available via subscription   (Followers: 7)
Akadémiai Értesítö     Full-text available via subscription  
AKSIOMA Journal of Mathematics Education     Open Access   (Followers: 1)
Al-Jabar : Jurnal Pendidikan Matematika     Open Access  
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alsic     Open Access   (Followers: 19)
Alteridad     Open Access  
Amasya Universitesi Egitim Fakültesi Dergisi     Open Access  
American Annals of the Deaf     Full-text available via subscription   (Followers: 13)
American Biology Teacher     Full-text available via subscription   (Followers: 13)
American Educational Research Journal     Hybrid Journal   (Followers: 141)
American Journal of Business Education     Open Access   (Followers: 10)
American Journal of Distance Education     Hybrid Journal   (Followers: 29)
American Journal of Education     Full-text available via subscription   (Followers: 170)
American Journal of Educational Research     Open Access   (Followers: 57)
American Journal of Health Education     Hybrid Journal   (Followers: 29)
American Journal of Physics     Full-text available via subscription   (Followers: 54)
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 2)
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 9)
Annals of Modern Education     Full-text available via subscription   (Followers: 3)
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 2)
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 14)
Applied Measurement in Education     Hybrid Journal   (Followers: 9)
Arabia     Open Access  
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 19)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 33)
Arts Education Policy Review     Hybrid Journal   (Followers: 4)
ASHE Higher Education Reports     Hybrid Journal   (Followers: 14)
Asia Pacific Education Review     Hybrid Journal   (Followers: 10)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 19)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 11)
Asia-Pacific Journal of Health, Sport and Physical Education     Hybrid Journal   (Followers: 9)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 19)
Asian Association of Open Universities Journal     Open Access  
Asian Education and Development Studies     Hybrid Journal   (Followers: 5)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 11)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 5)
ASp     Open Access   (Followers: 2)
Assessing Writing     Hybrid Journal   (Followers: 11)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 127)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 15)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 36)
Assessment Update     Hybrid Journal   (Followers: 4)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Turats     Open Access  
Athenea Digital     Open Access  
Aula Abierta     Open Access   (Followers: 1)
Australasian Journal of Educational Technology     Open Access   (Followers: 16)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 4)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 8)
Australian Art Education     Full-text available via subscription   (Followers: 6)
Australian Educational and Developmental Psychologist, The     Full-text available via subscription   (Followers: 7)
Australian Educational Computing     Open Access  
Australian Educational Researcher     Hybrid Journal   (Followers: 21)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 13)
Australian Journal of Career Development     Hybrid Journal   (Followers: 2)
Australian Journal of Dyslexia and Learning Difficulties     Full-text available via subscription   (Followers: 8)
Australian Journal of Education     Hybrid Journal   (Followers: 32)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 4)
Australian Journal of Music Education     Full-text available via subscription   (Followers: 3)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 406)
Australian Journal of Teacher Education     Open Access   (Followers: 22)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 7)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 2)
Australian Screen Education Online     Full-text available via subscription   (Followers: 2)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 3)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 4)
Autism     Hybrid Journal   (Followers: 195)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 4)
Balkan Region Conference on Engineering and Business Education     Open Access   (Followers: 1)
BELIA : Early Childhood Education Papers     Open Access   (Followers: 4)
BELT - Brazilian English Language Teaching Journal     Open Access   (Followers: 5)
Berkeley Review of Education     Open Access   (Followers: 5)
Biblioteca Escolar em Revista     Open Access  
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bildung und Erziehung     Hybrid Journal   (Followers: 2)
Bioedukasi : Jurnal Pendidikan Biologi FKIP UM Metro     Open Access  
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 7)
Biosfer : Jurnal Biologi dan Pendidikan Biologi     Open Access  
BMC Medical Education     Open Access   (Followers: 41)
BMJ Simulation & Technology Enhanced Learning     Full-text available via subscription   (Followers: 7)
BoEM - Boletim online de Educação Matemática     Open Access  
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
British Educational Research Journal     Hybrid Journal   (Followers: 173)
British Journal of Educational Studies     Hybrid Journal   (Followers: 167)
British Journal of Educational Technology     Hybrid Journal   (Followers: 124)
British Journal of Religious Education     Hybrid Journal   (Followers: 8)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 49)
British Journal of Special Education     Hybrid Journal   (Followers: 43)
British Journal of Visual Impairment     Hybrid Journal   (Followers: 12)
Brookings Trade Forum     Full-text available via subscription   (Followers: 3)
Business, Management and Education     Open Access   (Followers: 18)
Caderno Brasileiro de Ensino de Física     Open Access  
Caderno Intersabares     Open Access  
Cadernos CEDES     Open Access   (Followers: 1)
Cadernos de Educação     Open Access  
Cadernos de Educação, Tecnologia e Sociedade     Open Access  
Cadernos de Pesquisa     Open Access  
Cadernos de Pesquisa     Open Access   (Followers: 2)
Cadernos de Pesquisa em Educação     Open Access   (Followers: 1)
Cadmo     Full-text available via subscription  
Cahiers de la recherche sur l'éducation et les savoirs     Open Access   (Followers: 4)
Calidad en la educación     Open Access   (Followers: 1)
Cambridge Journal of Education     Hybrid Journal   (Followers: 94)
Campus Legal Advisor     Hybrid Journal   (Followers: 2)
Campus Security Report     Hybrid Journal  
Canadian and International Education     Open Access   (Followers: 9)
Canadian Journal for New Scholars in Education/ Revue canadienne des jeunes chercheures et chercheurs en éducation     Open Access   (Followers: 8)
Canadian Journal for the Scholarship of Teaching and Learning     Open Access   (Followers: 14)
Canadian Journal of Education : Revue canadienne de l'éducation     Open Access   (Followers: 7)
Canadian Journal of Higher Education     Open Access   (Followers: 23)
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie     Open Access   (Followers: 15)
Canadian Journal of School Psychology     Hybrid Journal   (Followers: 10)
Canadian Journal of Science, Mathematics and Technology Education     Hybrid Journal   (Followers: 20)
Career Development and Transition for Exceptional Individuals     Hybrid Journal   (Followers: 7)
Catalejos. Revista sobre lectura, formación de lectores y literatura para niños     Open Access  
Catharsis : Journal of Arts Education     Open Access  
CELE Exchange, Centre for Effective Learning Environments     Full-text available via subscription   (Followers: 1)
Cendekia : Jurnal Kependidikan dan Kemasyarakatan     Open Access  
Change: The Magazine of Higher Learning     Hybrid Journal   (Followers: 15)
Changing English: Studies in Culture and Education     Hybrid Journal   (Followers: 6)
Charrette     Open Access  
Chemical Engineering Education     Full-text available via subscription  
Chemistry Education Research and Practice     Free   (Followers: 5)
Chemistry in Education     Open Access   (Followers: 9)
Chi'e : Journal of Japanese Learning and Teaching     Open Access   (Followers: 2)
Child Language Teaching and Therapy     Hybrid Journal   (Followers: 27)
Child Psychiatry & Human Development     Hybrid Journal   (Followers: 9)
Childhood Education     Hybrid Journal   (Followers: 16)
Children's Literature in Education     Hybrid Journal   (Followers: 8)
Chinese Education & Society     Full-text available via subscription   (Followers: 2)
Christian Higher Education     Hybrid Journal   (Followers: 2)
Christian Perspectives in Education     Open Access   (Followers: 7)
Ciência & Educação (Bauru)     Open Access  
Ciência & Saúde Coletiva     Open Access   (Followers: 2)
Ciencia en Desarrollo     Open Access  
Ciencias Sociales y Educación     Open Access   (Followers: 2)
Citizenship, Social and Economics Education     Full-text available via subscription   (Followers: 5)
Classroom Discourse     Hybrid Journal   (Followers: 8)
Clinical Child and Family Psychology Review     Hybrid Journal   (Followers: 7)
Clio y Asociados     Open Access  
CME     Hybrid Journal   (Followers: 1)
Coaching: An International Journal of Theory, Research and Practice     Hybrid Journal   (Followers: 9)
Cogent Education     Open Access   (Followers: 1)
College Athletics and The Law     Hybrid Journal   (Followers: 1)
College Teaching     Hybrid Journal   (Followers: 12)
Colóquio Internacional de Educação e Seminário de Estratégias e Ações Multidisciplinares     Open Access  
Communication Disorders Quarterly     Hybrid Journal   (Followers: 14)
Communication Education     Hybrid Journal   (Followers: 19)
Communication Methods and Measures     Hybrid Journal   (Followers: 11)
Community College Journal of Research and Practice     Hybrid Journal   (Followers: 8)
Community College Review     Hybrid Journal   (Followers: 7)
Community Development     Hybrid Journal   (Followers: 18)
Community Literacy Journal     Partially Free   (Followers: 2)
Comparative Education     Hybrid Journal   (Followers: 29)
Comparative Education Review     Full-text available via subscription   (Followers: 33)
Comparative Professional Pedagogy     Open Access   (Followers: 3)
Compare: A journal of comparative education     Hybrid Journal   (Followers: 19)

        1 2 3 4 5 6 7 8 | Last

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