A5085925962- Science Education and Pedagogy
- Education and Critical Thinking Development
- Educational Strategies and Epistemologies
- Innovative Teaching and Learning Methods
- Innovative Teaching Methods
- Online and Blended Learning
- Teacher Education and Leadership Studies
- Mobile Learning in Education
- Educational Games and Gamification
- Technology-Enhanced Education Studies
- Educational Assessment and Pedagogy
- Teaching and Learning Programming
- Genetics, Bioinformatics, and Biomedical Research
- Diverse Educational Innovations Studies
- Animal and Plant Science Education
- Virtual Reality Applications and Impacts
- Online Learning and Analytics
- Educational Tools and Methods
- Problem and Project Based Learning
- Augmented Reality Applications
- Digital literacy in education
- Education and Technology Integration
- Collaborative Teaching and Inclusion
- Visual and Cognitive Learning Processes
- Educational Research and Pedagogy
University of Johannesburg
2016-2025
Swiss Distance University of Applied Sciences
2024
Despite growing consensus regarding the value of inquiry-based teaching and learning, implementation such a pedagogical practice continues to be challenge for many South African teachers, especially at rural schools. The research reported in this article concerns interaction between Grade 10 Physical Sciences teachers’ beliefs about their practice inquiry classrooms. This adopted mixed methods design. In first phase research, quantitative data were collected by distributing validated...
Abstract This study investigated how pre-service teachers perceive and plan to use a virtual reality classroom for science teaching during microteaching practices. The UTAUT 2 model was adopted as the conceptual framework this study. Data were collected through an online survey from eighty-three large metropolitan university in Gauteng Province, South Africa. data analysed using descriptive regression analysis. results revealed that demonstrated high level of acceptance intention Virtual...
Abstract This mixed‐methods research investigated teachers' perceptions of intrinsic factors (personal attributes the teacher) and extrinsic (environmental) influencing implementation inquiry‐based science learning at township (underdeveloped urban area) high schools in South Africa. Quantitative data were collected by means an adapted version Science Curriculum Implementation Questionnaire (SCIQ) (Lewthwaite, 2001). The was renamed Scientific Inquiry (SIIQ) administered to 186 teachers a...
This article reports on an analysis and comparison of three South African Grade 9 (13–14 years) Natural Sciences textbooks for the representation nature science (NOS). The was framed by analytical tool developed validated Abd-El-Khalick a team researchers in large-scale study high school USA. were scored targeted NOS aspects scale −3 to +3 that reflected explicitness with which these addressed. revealed poorly depict NOS, particular, there scant attention given social dimension science,...
The difficulties encountered by students in learning chemistry range from human factors to the intrinsic nature of chemistry. To enhance students’ understanding chemistry, there is a wide consensus within community educators on importance and need integrate different levels representations teaching resources. As resources, textbooks are ubiquitous usually readily available both teachers. Therefore, this study investigated how chemical phenomena represented or depicted secondary school...
ChatGPT, an AI-powered service known for its effective delivery of information and solutions, has the potential to transform education, scientific problem-solving, student learning. However, fully harness advantages, understanding pedagogical approach needed is essential. This study explores teachers' awareness ChatGPT inquiry-based learning (IBL) 5E model, examines ChatGPT's use within IBL, investigates perceptions experiences when integrating into IBL framework. Employing exploratory...
Abstract Learning interaction patterns is key to the explanation of learning outcomes. Different studies have reported relationship between classroom process variables and outcomes in a traditional setting. However, advent robotics its attendant student–robot moderated by students’ mathematical ability yet be widely discussed empirically. This constitutes major reason why study investigated effects on students' outcomes, particularly among Nigerian high school students where curriculum at...
This study examines the content complexity of Technical Sciences through Depth-of-Knowledge (DOK) Level Scheme to provide a nuanced understanding how cognitive demands influence student learning and instructional strategies. Using quantitative research design systematic analysis approach, evaluates DOK levels embedded in curricula, resources, assessment tools. The focuses on categorizing topics across four levels: recall reproduction, skills concepts, strategic thinking, extended thinking....
This study investigated the self-efficacy of first-year Chemistry students at a South African university. The research involved quantitative survey 333 using College Self-Efficacy Scale (CCSS) developed by Uzuntiryaki and Capa Aydin (2009). Descriptive statistics on data for CCSS scales suggested that have positive beliefs in their capability to accomplish chemistry tasks. scored more strongly constructs cognitive psychomotor skills than everyday application. There was significant difference...
This mixed method study investigated changes in 3rd year Bachelor of Education students’ attitudes towards chemistry after learning interventions with virtual simulations. After participant students identified certain concepts from their module as being abstract and not easily comprehensible, these were facilitated during a 5 week intervention using PhET simulations an alternative to traditional laboratory experimentation. In the first quantitative phase study, 30-item pre-attitude test was...
Abstract Due to apartheid policies, Black African learners in South Africa have been severely disadvantaged school science. Despite policy changes redress these historical imbalances, continue underperform Previous research has identified motivation as a key factor that impacts performance. Achievement goal orientation is construct of explains learning behaviour. In an attempt address the problem learner motivation, this study investigated effect inquiry‐based on achievement goal‐orientation...
Understandings of the nature scientific inquiry (NOSI), as opposed to engaging students in learning experiences, are included science education reform documents around world. However, little is known about what have learned NOSI during their pre-college school years. The purpose this large-scale follow-up international project (i.e. 32 countries and regions, spanning six continents including 3917 for high sample) was collect data on exiting NOSI. Additionally, study investigated changes 12th...
This paper reports on South African teachers’ perceptions of the educational value new topics in a revised physical sciences high school curriculum, their content knowledge competency these topics, and pedagogical teaching them. In view historical inequalities education system, focus study was comparison teachers based at schools which are diverse terms location, student population, availability resources. We adopted mixed methods approach collecting analysing data from large-scale survey...
This study reports on the analysis of South African Life Sciences and Biology textbooks for inclusion nature science using a conceptual framework developed by Chiappetta, Fillman Sethna (1991). In particular, we investigated differences between representation in that were written previous curriculum new are accord with National Curriculum Statement. The reflects both still overwhelmingly represent theme “Science as body knowledge” according to this framework. Despite significant reform...
This article explores teachers' knowledge and views on the role of learners' socio-cultural background when teaching Natural Sciences to Grade 9 learners at three South African township schools. Within a framework, research investigated how teachers accommodate cultural norms values, religion beliefs, socio-economic political issues in their science lessons. In qualitative case study, were interviewed five times using semi-structured interview schedule. Through constant comparative data...
I examine how teachers employ a questioning strategy in supporting Grade 9 learners doing science investigations South African schools. A particular focus of this study was use contributing towards the autonomy these learners. The research adopted qualitative approach which involved collection data by means classroom observations and interviews with five at schools resourced for practical work. analysis transcript revealed that support asking probing questions all stages investigation. used...