- Pretoria, Gauteng, South Africa
jeanne kriek
University of South Africa, Physics, Faculty Member
- Jeanne Kriek (PhD, University of South Africa) is a National Research Foundation (NRF) B3-rated researcher in Physics... moreJeanne Kriek (PhD, University of South Africa) is a National Research Foundation (NRF) B3-rated researcher in Physics Education and a full Professor at the University of South Africa (Unisa).Prof Kriek’s research interests are in teaching and learning in physics with the use of technology, nuclear energy and professional development. Following a Masters degree in nuclear physics in 1989, her involvement in training physics teachers resulted in a doctoral study in physics educational research (the learning, understanding and teaching of physics and the application of physics knowledge). A study visit to the USA in 2008 alerted her to the value of technology as a cognitive tool to enhance conceptual change and understanding in physics.Prof Kriek has presented papers at 30 international conferences, at some as an invited speaker, and at 20 national conferences and is a reviewer of ten international and seven national journals. She has acted as non-examining chairman for 30 PhD and Masters students and external examiner for 70 PhD and Masters dissertations as well as supervised 17 Masters and 12 PhD students to completion. She is currently supervising 15 PhD and Masters studentsedit
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The South African National Department of Basic Education (DBE) has associated the poor pass rate in the National Senior Certificate (NSC) Physical Sciences to the learners’ lack of practical work and the inability to solve problems by... more
The South African National Department of Basic Education (DBE) has associated the poor pass rate in the National Senior Certificate (NSC) Physical Sciences to the learners’ lack of practical work and the inability to solve problems by integrating their knowledge from different topics in Physical Sciences. Given that the Curriculum and Assessment Policy Statement (CAPS) is central to the planning, organising and teaching of Physical Sciences, the poor performance in the Grade 12 Physical Sciences: Physics (P1) may be due to a disjointed alignment between the CAPS and the P1. A purposive sampling procedure included the CAPS Grades 10–12 Physical Sciences document; the Physical Sciences Examination Guidelines Grade 12 documents and the final and supplementary P1 examinations for the period starting November 2014 to March 2018. A summative content analysis research technique was conducted using the Surveys of Enacted Curriculum (SEC) research method. The SEC method employed the use of the four topics of Physics and the four non-hierarchical levels of cognitive demand as described in the modified version of Bloom’s taxonomy. The results of this study indicated that the CAPS had a higher proportion of recall based content than the P1, the CAPS, and the P1 had approximately equal proportions of comprehension based content, the CAPS had a lower proportion of application and analysis based content than the P1, and the CAPS, as well as the P1, did not contain any synthesis and evaluation based content. In terms of Bloom’s taxonomy, the CAPS may be classified as promoting lower order thinking skills, and the P1 may be classified as promoting higher order thinking skills.
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Introductory physics courses uses simplified models and approximations to convey fundamental concepts. Many of these simplifications are introduced without explanation. When considering motion, one such simplification is the point... more
Introductory physics courses uses simplified models and approximations to convey fundamental concepts. Many of these simplifications are introduced without explanation. When considering motion, one such simplification is the point particle approximation. That is to assume that the motion of an extended object can be represented by the motion of a single point, generally the object’s centre of mass. For some objects the exact position of the centre of mass could be difficult to locate and the procedure beyond the scope of an introductory course. Furthermore, if the object changes its shape while in motion, thereby redistributing its mass, the relative position of the centre of mass also changes. In such instances the physical measurements of the object’s position could be rather complicated, especially if the task is to choose one physical marker on the object that best represents its motion. If the object is travelling in a straight line [one-dimensional (1D) motion] and the motion of physical marker does not closely match that of the object, a two-dimensional measurement would be required to describe 1D motion. Hereby instructors might be challenged to explain seemingly simple phenomena, like determining the position of an object, within the confines of the introductory course. In order to assist instructors in this regard, we present an experimental measurement procedure which aims to minimize the error in position measurements of objects that changes their shape while in motion. We apply the procedure to determine the position of a walking person.
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The technological, pedagogical and content knowledge (TPACK) framework was developed incorporating content, pedagogical and technological knowledge. Studies used TPACK constructs and reported on teachers’ TPACK and student learning, but... more
The technological, pedagogical and content knowledge (TPACK) framework was developed incorporating content, pedagogical and technological knowledge. Studies used TPACK constructs and reported on teachers’ TPACK and student learning, but none explored the correlation between teachers’ TPACK and the achievement of their learners. This research followed an exploratory correlational research design involving 1423 Grade 11 learners and their 42 Physics teachers in a South African district after electricity was taught. A self-report questionnaire may not truly measure teachers’ TPACK, therefore, learners’ perceptions of their teachers’ use of technology were explored. The correlation between the Physics teachers’ TPACK and the achievement of their learners in electricity was established. Four validated research instruments were used, namely, the Learner Electricity Achievement Test (LEAT), the Learner Confirmatory Questionnaire (LCQ), the Teachers’ Technological, Pedagogical and Content K...
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Learners underperform in stoichiometry as they lack conceptual reasoning of the underlying concepts and the ability to solve stoichiometric problems. Therefore, it was necessary to determine if there is a statistical correlation between... more
Learners underperform in stoichiometry as they lack conceptual reasoning of the underlying concepts and the ability to solve stoichiometric problems. Therefore, it was necessary to determine if there is a statistical correlation between problem-solving skills and conceptual reasoning in stoichiometry and if so, whether one can significantly predict the other. The theoretical framework is the cognitive load theory (CLT). This theory expects teachers to know where to focus their teaching and how to assess their learners’ work to avoid unnecessary overloading of the working memory, which might affect their performance. The explanatory sequential mixed-method research design was employed with 410 grade 11 Physical Science learners in their intact classes. The participants wrote the learner achievement test (LAT) and responded to a semi-structured interview. The learners’ test scores were then used to run a statistical test. The Pearson correlation and regression showed that the justific...
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Various technological tools have been used for improving science teaching and learning, but using it in a productive manner to improve the quality of learning is not easy. The aim of this study was to determine the influence of the go... more
Various technological tools have been used for improving science teaching and learning, but using it in a productive manner to improve the quality of learning is not easy. The aim of this study was to determine the influence of the go motion on the understanding of kinematic graphs by firstly evaluating the materials to establish if it is suitable for technology-supported inquiry activities and secondly determine if the frequent graphing misconceptions has been addressed. A single instructional experience utilizing the research-based tutorial materials is superior to a traditional quantitative laboratory experience for conceptual understanding and because this study was done during one lab session the third goal of this study was to find out if one lab can make a difference. The activities were evaluated using the Learning-for-Use (LfU) model and TUG-K was used as pre and post test. The class average increased with 13%. Data from the completed worksheets of the activities as well as...
This paper profiles a community engaged initiative that is in a form of a teacher development programme (TDP) offered by the Institute for Science and Technology Education (ISTE). The programme sought to improve grade 12 mathematics and... more
This paper profiles a community engaged initiative that is in a form of a teacher development programme (TDP) offered by the Institute for Science and Technology Education (ISTE). The programme sought to improve grade 12 mathematics and science teachers’ content knowledge. The ISTE TDP adopts an iterative approach where feedback from participating teachers informed the planning and design of the following year’s edition. ISTE TDP is based on the teachers’ needs; conducted by facilitators who are significantly versed in the teaching and learning conditions in schools; has interactive sessions that are largely participant-centred; and takes place over 5days of 8hours each. The benefit of ISTE TDP is a capacitated community of teachers with more confidence and enthusiasm.
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Students’ use of mathematics in physics is one area where expectations impact significantly on the learning of physics. First-year physics students' expectations of the role of mathematics in physics were explored to determine if that... more
Students’ use of mathematics in physics is one area where expectations impact significantly on the learning of physics. First-year physics students' expectations of the role of mathematics in physics were explored to determine if that provided an indication of their actual behavior when solving problems, a contributing factor to their learning of physics. Three data sources (Student Expectations of the Role of Mathematics in Physics (SERMP) survey, focus group interviews and students' test scripts) were used. A theoretical framework for physics education was selected which lead to a two-level system; a knowledge-structure level where associational patterns dominate, and a control structure level where one can describe expectations and epistemology. A survey and focus group interviews were used to investigate 193 University of Botswana (UB) 1st-year physics students’ expectations of the use of mathematics in physics. To explore the effect of students’ expectations on their ac...
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This book on self-directed learning (SDL) is devoted to original academic scholarship within the field of education, and is the 6th volume in the North-West University (NWU) SDL book series. In this book the authors explore how... more
This book on self-directed learning (SDL) is devoted to original academic scholarship within the field of education, and is the 6th volume in the North-West University (NWU) SDL book series. In this book the authors explore how self-directed learning can be considered an imperative for education in a complex modern society. Although each chapter represents independent research in the field of self-directed learning, the chapters form a coherent contribution concerning the scholarship of self-directed learning, and specifically the effect of environmental and praxis contexts on the enhancement of self-directed learning in a complex society. The publication as a whole provides diverse perspectives on the importance of self-directed learning in varied contexts. Scholars working in a wide range of fields are drawn together in this scholarly work to present a comprehensive dialogue regarding self-directed learning and how this concept functions in a complex and dynamic higher education context. This book presents a combination of theory and practice, which reflects selected conceptual dimensions of self-directed learning in society, as well as research-based findings pertaining to current topical issues relating to implementing self-directed learning in the modern world. The varied methodologies provide the reader with different and balanced perspectives, as well as varied and innovative ideas on how to conduct research in the field of self-directed learning.
Research Interests: Adaptive Learning Systems, Problem Based Learning, Ubuntu, Self-Directed Learning (Education), Learning environments, and 13 moreCollaborative Learning, Multimodal learning, Ethnomathematics, Metacognitive Learning Strategies, Netlogo, Adaptive learning, Scratch Programming Language, Self Assessment, Metacognitive Skills, SELF DIRECTED LEARNING, Self Regulated Learning, Ubuntu Philosophy and Research, and Microworlds
It is expected of lecturers to integrate content knowledge with appropriate pedagogical approaches and select relevant technology to enhance student learning. However the selection of effective technology to support 21st-century learning... more
It is expected of lecturers to integrate content knowledge with appropriate pedagogical approaches and select relevant technology to enhance student learning. However the selection of effective technology to support 21st-century learning in tertiary education could be time-consuming and complex since there is a plethora of technology available. The aim of this research was therefore to support lecturers by providing them with an evaluated technology-integrated intervention in fluid mechanics. Hence the objectives were to develop this technology-integrated intervention to support 21st-century learning for first-year physics students and to determine its effectiveness when presented by various lecturers. An exploratory case study research design guided the research. A design-thinking framework for technology-integrated lessons was used and included the Technological Pedagogical and Content Knowledge (TPACK) model. This research was done with two lecturers and 117 students from a Unive...
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One of the topics that is regarded as challenging to learn for conceptual understanding by students from secondary to tertiary levels is simple electric circuits. The topic is said to be challenging to learn for qualitative understanding... more
One of the topics that is regarded as challenging to learn for conceptual understanding by students from secondary to tertiary levels is simple electric circuits. The topic is said to be challenging to learn for qualitative understanding due to the presence of misconceptions brought by or derived from every day prior experiences about the topic. In literature, the word “misconception” is mostly interchanged with alternative conceptions, naïve conceptions etc. The results of various studies from different countries showed that students have the same pattern of learning difficulties in understanding electric circuits and ultimately pass their grade with vague or inconsistent understanding of the topic. The use of multiple-choice concepts tests is common in probing students’ understanding of physics concepts but less has been done in probing students’ understanding of the concepts by using students’ responses to explanation-type questions. However, the study that dealt with the analysi...
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A holistic professional development (HPD) model was developed and tested with 75 secondary school physics teachers over a period of four years. This HPD model was developed in three phases and provides for the simultaneous development of... more
A holistic professional development (HPD) model was developed and tested with 75 secondary school physics teachers over a period of four years. This HPD model was developed in three phases and provides for the simultaneous development of teachers along three dimensions namely content knowledge, teaching approaches and professional attitudes. The model comprises the following elements: a study guide that integrated the development of teachers ’ content knowledge, pedagogical content knowledge, cognitive skills and experimental skills; reflective journals; assignments; workshops; peer support; and science kits. A brief description will be given of the research that culminated in the HPD model, and then a description of each element of the model will follow. Evidence is then presented for the effectiveness of the model in helping teachers develop along the three desired dimensions.
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The study sought to obtain information on the relationship, if any, between students’ achievement and teacher background as well as between students ’ achievement and professional development.... more
The study sought to obtain information on the relationship, if any, between students’ achievement and teacher background as well as between students ’ achievement and professional development. The respective correlation coefficient showed that there was a significant relationship between students ’ achievement and teacher background and an insignificant relationship between students ’ achievement and the extent of professional development. Of the three components of teacher background (viz., qualification, subject major and teaching experience), teacher qualification showed the strongest significant relationship with students ’ achievement, followed by level of subject major. But teaching experience displayed a curvilinear significant relationship with students ’ achievement. It was concluded that quality qualifications and deep subject content knowledge tend to make teachers more effective while teachers improve and develop when the...
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South African schools have been confronted with educational reform since the mid-nineties and the process is still continuing. The concomitant changes put a very high demand on physical sciences teachers and also have an impact on teacher... more
South African schools have been confronted with educational reform since the mid-nineties and the process is still continuing. The concomitant changes put a very high demand on physical sciences teachers and also have an impact on teacher behaviour. The purpose of this study was to probe whether teachers could be considered equipped to teach the physics part of the FET physical sciences curriculum. A revised framework on teacher behaviour, which includes three factors, namely teacher knowledge, teacher views and beliefs, and teacher attitudes, was used in conjunction with a questionnaire and a survey to analyse the data from individual and focus group interviews. A total of 68 FET physical sciences teachers from urban, township and rural schools participated in the research. Our findings indicate that teachers are positive about the curriculum. However, the problems identified with training, support and resources as well as the lack of teachers’ subject content knowledge, particular...
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Nanoscience and technology is a major field of scientific research and technological innovation but understanding concepts such as superconductivity and nanotechnology are not straightforward. To develop focused teaching strategies, it is... more
Nanoscience and technology is a major field of scientific research and technological innovation but understanding concepts such as superconductivity and nanotechnology are not straightforward. To develop focused teaching strategies, it is necessary to categorise students’ prior understanding as different categories of prior ideas require different teaching strategies. An exploratory case study research design was followed to explore and categorise 21 pre-service physics teachers’ (PSPTs’) understanding of basic concepts of superconductivity and nanotechnology at a University in Oman. Self-compiled open ended questionnaires were used to elicit PSPT understanding of superconductivity and nanotechnology. Their understanding was categorised in epistemological and ontological categories. These six categories were: lateral alternative conceptions; ontological conceptions; naïve physics; phenomenological primitives; mixed conceptions; and loose ideas. Findings from this pre-instructional s...
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This study contributes to a growing literature that investigates vocational students’ conceptual understanding of electricity by proposing a multidimensional and pragmatic approach to conceptual change. Conceptual change model-based... more
This study contributes to a growing literature that investigates vocational students’ conceptual understanding of electricity by proposing a multidimensional and pragmatic approach to conceptual change. Conceptual change model-based activities were designed in a six-stage conceptual change model and were incorporated into a four-week course. The effectiveness of these activities was measured in terms of changing these students’ misconceptions about simple electric circuits towards scientifically accepted ideas in terms of their revolutionary versus evolutionary nature and the extent of transfer of learning. Transformative mixed methods research design was used consisting mainly of a one-group pre-test post-test design with DIRECT Test 1.2 as a research instrument. Paired samples t-test analysis for 15 students’ test scores indicated that there was a statistically significant difference between students’ pre- and post-test scores. The results of the frequency analysis in both pre- an...
Various technological tools have been used for improving science teaching and learning, but using it in a productive manner to improve the quality of learning is not easy. The aim of this study was to determine the influence of the go... more
Various technological tools have been used for improving science teaching and learning, but using it in a productive manner to improve the quality of learning is not easy. The aim of this study was to determine the influence of the go motion on the understanding of kinematic graphs by firstly evaluating the materials to establish if it is suitable for technology-supported inquiry activities and secondly determine if the frequent graphing misconceptions has been addressed. A single instructional experience utilizing the research-based tutorial materials is superior to a traditional quantitative laboratory experience for conceptual understanding and because this study was done during one lab session the third goal of this study was to find out if one lab can make a difference. The activities were evaluated using the Learning-for-Use (LfU) model and TUG-K was used as pre and post test. The class average increased with 13%. Data from the completed worksheets of the activities as well as...
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This paper describes one part of a long-term study aimed at developing and testing a model for holistic teacher development. Phase 1 involved obtaining baseline data, Phase 2 involved constructing the model and Phase 3 trialling elements... more
This paper describes one part of a long-term study aimed at developing and testing a model for holistic teacher development. Phase 1 involved obtaining baseline data, Phase 2 involved constructing the model and Phase 3 trialling elements of the model identified in Phase 2. Three dimensions, namely content knowledge, teaching approaches and professional attitudes were identified to develop simultaneously.
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A holistic model for the development of South African secondary school physics teachers in a distance education context was constructed. The model was tested with 75 teachers over a period of four years. The model was developed in three... more
A holistic model for the development of South African secondary school physics teachers in a distance education context was constructed. The model was tested with 75 teachers over a period of four years. The model was developed in three phases and provides for the simultaneous development of teachers along the following dimensions: content knowledge, teaching approaches and professional attitudes. Results showed development of the teachers in these dimensions. In the development process some of the elements of the model were changed, some left unchanged and new ones added. The final model included the following elements: a study guide that integrated the development of teachers’ content knowledge, pedagogical content knowledge, cognitive skills and experimental skills; reflective journals; assignments; workshops; peer support and science kits. In this paper a brief description of the research that culminated in the Holistic Professional Development (HPD) model will be given as well ...
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The case study reports about the preliminary results of pre-service and in-service teachers’ understanding of DC circuits at the University of Johannesburg. A survey questionnaire on electric circuits was constructed guided by literature.... more
The case study reports about the preliminary results of pre-service and in-service teachers’ understanding of DC circuits at the University of Johannesburg. A survey questionnaire on electric circuits was constructed guided by literature. The results of the questionnaire indicated that pre-service teachers had ideas about electric circuits which are similar to inservice teachers currently teaching natural sciences at some selected high schools in Gauteng. Pre and In-Service teachers’ ideas identified were mostly similar to those reported in literature as standard misconceptions about electric circuits.
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The behaviour of direct current (DC) circuits in the electricity section of undergraduate and school curricula is a source of a multitude of common misconceptions. Our study is a pilot project to determine the effect of physics computer... more
The behaviour of direct current (DC) circuits in the electricity section of undergraduate and school curricula is a source of a multitude of common misconceptions. Our study is a pilot project to determine the effect of physics computer simulations on teachers’ misconceptions of DC circuits in a local non-urban environment. The simulations are highly visual, as well as physically accurate. Three intensive workshops were presented to Further Education and Training (FET) physical science teachers in a region of the Tshwane North District. The goals of the workshops were to improve teachers’ understanding of electric circuits, to improve the skills associated with connecting lights bulbs, resistors and wires in various combinations and let teachers think and argue about the behaviour of the circuits. Data was collected from preand post tests, worksheets, informal interviews as well as evaluation forms. Some of the misconceptions could be resolved and will be discussed.
Although problem-solving is central to any Physics course, students often find it very difficult. If students find it difficult, what about the teachers? We suspected that the teachers’ problem solving skills needed improvement but we... more
Although problem-solving is central to any Physics course, students often find it very difficult. If students find it difficult, what about the teachers? We suspected that the teachers’ problem solving skills needed improvement but we wanted confirmation. Our suspicion was confirmed when a pre-test (comprising Physics problems taken from TIMSS questions for Grade 12 learners) was given to 18 teachers currently teaching Grade 12 Physics. The average mark was 24%.
Integrating technology in the classroom is not an easy process. Two different kinds of technologies were introduced to 214 Grade 10 physical science learners in order to understand kinematic graphs. Their TUG-K preand post test average... more
Integrating technology in the classroom is not an easy process. Two different kinds of technologies were introduced to 214 Grade 10 physical science learners in order to understand kinematic graphs. Their TUG-K preand post test average were 34.5% and 39.3% respectively. Reasons for this underachievement had to be investigated because research indicates that learners are more motivated when their learning is supported by technology. It was decided to look at the multifaceted process when technology is introduced in the classroom. This paper analyses the dynamic equilibrium among three elements namely content, pedagogy and technology by illustrating what it means to use 2 different kinds of technologies in the teaching of graphs. This was illustrated by using the moving man and go motion indicating how complex the process is to choose the relevant technology, know what it can do and how to implement it for effective teaching. These findings hold implications for pre-service teaching a...
The incomplete understanding of Ohm’s law is a phenomenon widely experienced in introductory physics courses and high school science. Nonetheless, lecturers and teachers may be unaware of student’s inability to distinguish between the... more
The incomplete understanding of Ohm’s law is a phenomenon widely experienced in introductory physics courses and high school science. Nonetheless, lecturers and teachers may be unaware of student’s inability to distinguish between the definition of resistance and Ohm’s law describing constant resistance. Our study explores the development of understanding of Ohm’s law amongst twenty four undergraduate students training to teach science in primary and junior secondary schools. Our research found that some students demonstrated an inability to consider a circuit as a system. Furthermore, when the context was changed understanding was often lost. This could indicate operation on low cognitive levels which has serious implications for our future classrooms, not only regarding Ohm’s law, but also for the teaching of science in general. Introduction Ohm’s law is a popular topic in high schools as well as first year physics courses. Calculations require nothing more than straightforward al...
The Doppler Effect is a topic included in the grade 12 physical science curriculum in South Africa. This topic provides the opportunity to integrate theory and the application of it in everyday experiences. Activities on the Doppler... more
The Doppler Effect is a topic included in the grade 12 physical science curriculum in South Africa. This topic provides the opportunity to integrate theory and the application of it in everyday experiences. Activities on the Doppler Effect were developed by using educational design research (EDR). It possesses an iterative design characteristic and was tested in 2 schools. Problems were documented and changes to the activities were made and tried out in 10 schools by 216 learners. These designed activities enable learners to predict, interpret and explain their observations and were developed to actively involve the learners in order to construct their own knowledge. As summative assessment, grade 12 learners have to sit for a common examination where the solving of problems is prevalent. The learners’ performance was therefore tested by correlating the marks of the activity sheets with that of solving problems on this topic in a written test. The test is a common test written by th...
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This study examines the impact of computer simulations on the performance of 65 grade 11 learners in electromagnetism in a South African high school in the Mgwenya circuit in the Mpumalanga province. The study followed a non-equivalent... more
This study examines the impact of computer simulations on the performance of 65 grade 11 learners in electromagnetism in a South African high school in the Mgwenya circuit in the Mpumalanga province. The study followed a non-equivalent control group design. The performances of participants in the control group (N = 35) and experimental group (N = 30) were used to determine the impact of computer simulations on the performance of grade 11 learners in electromagnetism. The t-test for independent samples showed that the experimental group achieved significantly higher scores on the post – test than the control group. In the analysis of the short-answered written questions, the experimental group outperformed the control group. Average normalized gain, ( ), introduced by Hake on conceptual learning was calculated as 0.18 for the control group which is consistent with Hake’s low course and 0.32 for the experimental group which is consistent with Hake’s medium course. It was concluded tha...
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The aim of the study is to reveal high school FET band learners alternative conceptions about simple electric circuits and to establish whether specific alternative conceptions are peculiar to South African learners. A conceptual... more
The aim of the study is to reveal high school FET band learners alternative conceptions about simple electric circuits and to establish whether specific alternative conceptions are peculiar to South African learners. A conceptual understanding test containing simple electric circuits’ questions was used to collect data from high school learners in grade 10, 11 and 12. A random sample of three learners per grade took part in an interview where a semi-structured interview technique was used. Learners who participated in the interview were probed to explain their responses in the conceptual understanding test. Findings show that alternative conceptions reported in the literature are found within South Africa. However there are alternative conceptions that are peculiar to South African learners.
The situation in physics teaching and issues such as physics students’ tertiary enrolment, attrition, persistence, attainment and rates of return to society is a matter of concern. One University in Ethiopia was used as case study to... more
The situation in physics teaching and issues such as physics students’ tertiary enrolment, attrition, persistence, attainment and rates of return to society is a matter of concern. One University in Ethiopia was used as case study to identify the salient attrition and retention factors associated with physics students with the purpose to propose a framework for student retention. Two rounds of the Delphi survey of academic managers, physics department staff members and science education researchers were employed. The first round focused primarily on the first objective (determining reasons of student attrition) and the second objective (how best to respond to student attrition). Three basic themes, namely: (i) cognitive attributes; (ii) institutional/departmental attributes and (iii) social interaction attributes were identified as salient attrition factors associated with the physics students along with possible reasons rated by participant expertise as high (mean score greater tha...
The purpose of this paper is to investigate the influence of science expos on entrepreneurial intention of learners in South Africa. Also to explain the Theory of Planned Behaviour as a cognitionintention model for entrepreneurship. The... more
The purpose of this paper is to investigate the influence of science expos on entrepreneurial intention of learners in South Africa. Also to explain the Theory of Planned Behaviour as a cognitionintention model for entrepreneurship. The interest of the study was to offer empirical support of the influence of science expos on entrepreneurial intentions. Science expo finalists were randomly selected and requested to complete a structured questionnaire. The participants (N=125) who completed the questionnaires were from all 9 provinces. The results indicate that most learners have the intention of starting their own business ventures and become self-employed. Gender has no significant role in entrepreneurial intentions. It emerged that no significant entrepreneurial education was given to learners. The correlation analysis indicated that the learners’ entrepreneurial intentions are positively correlated to their personality traits and family background. The results strengthen the idea ...