1,720,988 research outputs found
The use of computer simulations as an intervention to address misconceptions of Grade 11 Physical Sciences Learners in township schools
Full text linkAbstract: This study examined the affordances of the use of computer simulations as an intervention to address acid-base misconceptions of grade 11 Physical Sciences learners in South African township schools. Technological Pedagogical Content Knowledge (TPACK) framework was invoked to provide valuable insights into the efficacy of computer simulations as an innovative intervention to address misconceptions associated with acids and bases. The study adopted a mixed-method approach located within a case study design and involved purposively selected grade 11 Physical Sciences learners from two South African township schools. Quantitative data was collected by administering Acids-Bases Chemistry Achievement Test developed by Damanhuri, Treagust, Won and Chandrasegaran (2016) as part of a control group-experimental group design. Qualitative data was collected through semi-structured interviews with the participants. Findings revealed significant differences between pre-test and post-test scores as a result of the implementation of virtual laboratory simulations as a remedial intervention. The results showed that the post-test mean score was higher than the pre-test mean score for the experimental group. There was no significant difference between the post-test mean score and the pre-test mean score for the control group. Elicited responses indicated that learners perceived the use of virtual laboratory simulations as a useful alternative means to demystify abstract scientific concepts associated with acids and bases as a Physical Sciences key knowledge area. In addition, the learners demonstrated fundamental appreciation of the affordances of virtual laboratory simulations as an innovative intervention to address misconceptions. The use of virtual laboratory simulations was largely perceived to provide meaningful opportunities for self-directed learning. However, the learners indicated that virtual laboratory simulations cannot supersede the experiences provided by traditional science laboratories in view of their critical role in the development of science process skills. Theoretical implications for meaningful development of technology-enhanced learning are discussed.M.Ed. (Science Education
The representation of the nature of science in South African Grade 12 Life Sciences textbooks
Full text linkAbstract: This study examined the representation of the nature of science in South African Grade 12 Life Sciences textbooks using a conceptual framework developed by Chiappetta, Fillman and Sethna (1991a). The study investigated the extent to which South African Grade 12 Life Sciences textbooks exhibit the themes associated with the nature of science as an essential tenet in science education. The investigation primarily focused on the identification of the differences and commonalities exhibited by Grade 12 Life Sciences textbooks in terms of the coverage of the themes associated with the nature of science. These textbooks were essentially instructional resources that formed an integral part of the enactment of the National Curriculum Statement and the Curriculum and Assessment Policy Statement promulgated by the Department of Basic Education in South Africa. The investigation revealed a dismal depiction of the nature of science themes across the selected Grade 12 Life Sciences textbooks analysed. In particular, “Science as a body of knowledge” was given substantial coverage as compared to other concomitant themes. While considerable emphasis is placed on the significance of inquiry-based learning as a contemporary pedagogic approach, limited coverage was, however, given to “The investigative nature of science” and “Science as a way of thinking” as relevant themes required for meaningful enactment of inquiry-based learning. Science and technology play a pivotal role towards the fulfilment of societal and economic needs. Yet, the “Interaction among science, technology and society” was afforded limited coverage across the selected textbooks analysed. Implications for meaningful curriculum reform are discussed.M.Ed. (Science Education
The use of ICT in mathematics teaching and learning in secondary schools in the Vhembe East District
Full text linkAbstract: This study examined the use of information and communication technology (ICT) in mathematics teaching and learning in secondary schools in the Vhembe East District in the Limpopo Province of South Africa. The study adopted a mixed method approach as part of exploratory descriptive survey design and involved 60 purposively selected mathematics teachers from secondary schools in the Vhembe East District. Quantitative data was collected through the administration of a survey questionnaire. Qualitative data was collected through classroom observations in order to provide elaboration on trends that emerged from quantitative data. The study is underpinned by the Unified Theory of Acceptance and Use of Technology (UTAUT) as the underlying theoretical framework. The mathematics teachers demonstrated inadequate professional competence on general use of technology in mathematics teaching and learning. Effective ICT integration in mathematics teaching and learning was hampered by a myriad of barriers ranging from inadequate access to bandwidth to lack of appropriate professional training on the use of digital technologies. While the integration of digital technologies in mathematics teaching and learning created a captivating learning environment, the creation of products showing higher levels of learning remained a daunting challenge. The teachers bemoaned lack of appropriate professional training on ICT integration in mathematics teaching and learning and lack of critical support from the school management team. Contextually appropriate recommendations that can be adopted and implemented to bring about transformative change in relation to sustainable ICT integration in mathematics teaching and learning are provided. Theoretical implications for technology enhanced teaching and learning are discussed.M.Ed. (ICTs in Education
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Unlocking insights: A systematic review of contextualized cubing instructional strategies
No full textThis systematic review examines the effectiveness of contextualized instructional strategies in the domain of cubing. Cubing, a popular puzzle-solving activity, has garnered significant attention in educational settings as a tool for enhancing spatial reasoning and problem-solving skills. However, the efficacy of different instructional approaches in facilitating cubing mastery remains underexplored. Through a comprehensive analysis of existing literature, this review synthesizes evidence on the impact of contextualized instructional strategies on learners\u27 cubing proficiency. Drawing from a range of studies, including experimental interventions, comparative analyses, and qualitative investigations, key themes emerged regarding the benefits of contextualized instruction in enhancing learners\u27 understanding of cubing algorithms, spatial visualization abilities, and overall problem-solving competence. Additionally, this review identifies gaps in the current literature and offers insights for future research directions, highlighting the importance of tailored instructional approaches that integrate real-world contexts to optimize cubing learning outcomes. Overall, this study provides valuable insights for educators, researchers, and practitioners seeking to enhance cubing instruction through evidence-based pedagogical strategies
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Utilising robotics to foster 21st century skills and competencies in physical sciences teaching and learning : a systematic review
Full text linkJournal article published in African Perspectives of Research in Teaching and Learning Journal
Issue 2, Volume 8, 2024This systematic review investigates the integration of robotics into physical sciences education and its effectiveness in promoting 21st-century skills and competencies among learners. The sample consists of empirical studies and theoretical articles published between 2010 and 2023, focusing on various educational settings and grade levels. The data analysis involved thematic coding for qualitative data and meta-analysis techniques for quantitative findings. With the increasing emphasis on STEM education and the demand for innovative teaching approaches, robotics has emerged as a promising tool for enhancing student engagement and learning outcomes in the physical sciences. Through a comprehensive analysis of these studies, the review examines the impact of robotics on critical thinking, problem-solving, collaboration, and other essential skills in the context of teaching and learning physical sciences. The findings highlight the potential of robotics to transform physical sciences education by providing hands-on, experiential learning experiences that foster the development of key skills needed for success in the digital age. Additionally, the review identifies challenges and opportunities for the integration of robotics into the physical sciences curriculum and suggests directions for future research and practice in this field
The affordances of Code-Switching: A systematic review of its roles and impacts in multilingual contexts
No full textCode-switching, the practice of alternating between languages or dialects within a conversation, plays a multifaceted role in multilingual contexts, particularly in education, communication, and cultural identity. This systematic review synthesizes existing research to explore the affordances of code-switching across diverse linguistic and sociocultural settings. The article examines its roles in enhancing comprehension, fostering learner engagement, and bridging cultural gaps, while also addressing its cognitive, pedagogical, and sociolinguistic impacts. Key findings reveal that code-switching serves as a powerful tool for facilitating bilingual and multilingual education, supporting identity negotiation, and promoting inclusivity in diverse environments. However, challenges such as stigmatization, policy constraints, and unequal power dynamics between languages are also highlighted. By analyzing patterns, trends, and implications from empirical studies, this review offers insights into best practices for leveraging code-switching as a resource in multilingual settings. It emphasizes the need for context-sensitive approaches and interdisciplinary collaborations to maximize its benefits while mitigating associated challenges
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