Practical work is regarded as an essential part of learning; hence most tertiary institutions have included a practical component in their physics courses. There is a concern about the effectiveness of the practical work in most universities. The present study is a case study that assessed the contributions of simulations on Foundation Physics students’ practical work. In assessing the contribution of simulations, two tests, Determining and Interpreting Resistive Electric Circuits Concepts Test (DIRECT) and the Test of Integrated Science Process Skills (TISP) were used. A class test, observations and worksheets from students’ practical work were analyzed and interviews with a selected group were conducted. There were 20 Foundation Physics students participating from the University of Limpopo. Results indicated that the simulations contributed positively on students’ understanding of electric circuits. However the study revealed that the students who did simulations do not differ from those who did not do the simulations with regards to the development of process skills. / Institute of Science and Technology Education / M.Sc. (Physics Education)

The study constituted an investigation for concept images and mathematical reasoning of Grade 11 learners on the concepts of reflection, translation and stretch of functions. The aim was to gain awareness of any conceptions that learners have about these transformations. The researcher’s experience in high school and university mathematics teaching had laid a basis to establish the research problem. The subjects of the study were 96 Grade 11 mathematics learners from three conveniently sampled South African high schools. The non-return of consent forms by some learners and absenteeism during the days of writing by other learners, resulted in the subsequent reduction of the amount of respondents below the anticipated 100. The preliminary investigation, which had 30 learners, was successful in validating instruments and projecting how the main results would be like. A mixed method exploratory design was employed for the study, for it was to give in-depth results after combining two data collection methods; a written diagnostic test and recorded follow-up interviews. All the 96 participants wrote the test and 14 of them were interviewed. It was found that learners’ reasoning was more based on their concept images than on formal definitions. The most interesting were verbal concept images, some of which were very accurate, others incomplete and yet others exhibited misconceptions. There were a lot of inconsistencies in the students’ constructed definitions and incompetency in using graphical and symbolical representations of reflection, translation and stretch of functions. For example, some learners were misled by negative sign on a horizontal translation to the right to think that it was a horizontal translation to the left. Others mistook stretch for enlargement both verbally and contextually. The research recommends that teachers should use more than one method when teaching transformations of functions, e.g., practically-oriented and process-oriented instructions, with practical examples, to improve the images of the concepts that learners develop. Within their methodologies, teachers should make concerted effort to be aware of the diversity of ways in which their learners think of the actions and processes of reflecting, translating and stretching, the terms they use to describe them, and how they compare the original objects to images after transformations. They should build upon incomplete definitions, misconceptions and other inconsistencies to facilitate development of accurate conceptions more schematically connected to the empirical world. There is also a need for accurate assessments of successes and shortcomings that learners display in the quest to define and master mathematical concepts but taking cognisance of their limitations of language proficiency in English, which is not their first language. Teachers need to draw a clear line between the properties of stretch and enlargement, and emphasize the need to include the invariant line in the definition of stretch. To remove confusion around the effect of “–” sign, more practice and spiral testing of this knowledge could be done to constantly remind learners of that property. Lastly, teachers should find out how to use smartphones, i-phones, i-pods, tablets and other technological devices for teaching and learning, and utilize them fully to their own and the learners’ advantage in learning these and other concepts and skills / Mathematics Education / D.Phil. (Mathematics, Science and Technology Education)

The study investigated the influence of Process Oriented Guided Inquiry Learning Approach (POGIL) on Science Foundation students’ achievements in stoichiometry versus traditional lecture centered pedagogy. Two intact science foundation class groups at the University of Namibia were used as a case study. A quasi-experimental non-randomized pre and posttests control group design was used to investigate the achievement in stoichiometry. Data on student achievements were collected and analyzed using descriptive statistics and Analysis of Covariance (ANCOVA). The ANCOVA results showed that there was a significant statistical difference in achievements when comparing the adjusted mean score (54.5%) obtained by the control group and the adjusted mean score (60.5%) obtained by students in the POGIL group; (F (1,75) = 17.990, p < 0.05). The POGIL group also showed the highest average improvement (65%) on questions related to reaction stoichiometry and limiting reagents, whereas the control group recorded improvements of about 53% in the same section. The results from the analysis of student’s test solutions revealed that the POGIL group students were able to give concrete reasons for their answers that they had obtained through numerical calculations or multiple choices and demonstrated enhanced understanding of linking various stoichiometry concepts. / Science and Technology Education / M. Sc. (Chemistry Education)

The main purpose of the research was to investigate the influence of scientific calculators on Grade 8 South African learner's understanding of fractions in learning mathematics. Quasi-experimental quantitative research methods were used. A sampling frame was selected using non probability sampling technique. A total of 15 learners in each group were randomly selected for an experimental and control group for the study. Both groups were taught fraction concepts by different teachers for the same duration and at the same time. The experimental group used a calculator as a learning aid while the control group used the traditional paper pencil method. Two tasks (post-test and assignment) were administered to both groups and a questionnaire to the experimental group. The results indicated that the scientific calculator has a positive influence in learner's conceptual understanding of fractions in mathematics as reflected in their performance. / Mathematics Education / M. Ed. (Mathematics Education)

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Recently, there has been an increasing interest in high school mathematics education, especially in the teaching and learning of calculus. For example, studies conducted by Bressoud (2010); Judson and Nishimori (2005); Koh and Divaharan (2011); and St. Jarre (2008) all looked at how to improve the understanding of calculus students and what roles the educator must take to ensure that their students are successful. The purpose of this study was to determine if there was a significant difference between instruction using computer algebra system (CAS) compared to instruction using the graphing calculator in high school calculus on students’ conceptual and procedural understanding. This study explored and compared two different types of instruction based on the use of two different types of technology, CAS and graphing calculator. The total population for this study consisted of 333 students. There were 187 students classified as using the graphing calculator and 146 students classified as using CAS. The data for this study were collected from four Advanced Placement (AP) calculus AB courses from high schools in Florida. The study used observations and two sets of calculus tasks in order to gather data. The research questions for this study looked at comparing the grades of students categorized based on the type of instruction received during the learning of calculus. The statistical procedure that was used was a simple oneway analysis of variance (ANOVA). The results indicated that there was no significant difference between the two types of instruction on the students’ procedural knowledge, iii however, there was statistical significance on the students’ conceptual understanding in favor of the CAS students. The study introduces a framework on how to obtain information about the effects of different types of instruction on students’ understanding of calculus. The results of this study contribute in assisting teachers and future researchers on how to analyze student work in order to obtain information about the students’ conceptual and procedural understanding of first semester calculus.

This study aims to investigate the effects of cooperative learning on pupils’ knowledge and development with a particular focus on concepts and conceptual understanding in mathematics. By employing both qualitative and quantitative research methods, the study compared the effectiveness of cooperative learning to traditional teaching approaches in grade 4. The following question was formulated to research the aim of this study: <li aria-level="1">How does pupils’' understanding of concepts in mathematics differ after traditional teaching compared to teaching with cooperative learning in grade 4? Svanelid’s (2014) three aspects were used as an analysis model in this intervention study. With the analysis model, teachers can assess whether pupils have understood various mathematical concepts. The results of the aim showed that cooperative learning had a significant positive impact on pupils’ learning and their understanding of geometrical concepts. Through collaborative activities and interactive discussions, pupils actively participated in the learning process, leading to improved comprehension and retention of geometric concepts. However due to introduction of methodological weaknesses and potential biases the results can not be considered as statistically sound. The study indicated development in pupils’ learning and understanding of mathematics. In an attempt to pursue the main aim of this study, traditional teaching and cooperative learning were used as teaching techniques for pupils to study the development of their learning. After each teaching method, tests were used to identify the results of the analysis. The results indicated progression in the pupils’ learning by using cooperative teaching. Teachers are encouraged to further investigate cooperative learning techniques in their lessons as it potentially can increase pupils’ learning. More research is needed to establish a correlation between the use of cooperative learning in the teaching of mathematical concepts.

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Det är allmänt accepterat att lärare bör använda sig av evolutionsteorin som ett sätt att binda ihop undervisningen i biologi. Åtskilliga studier har dock påvisat att flertalet elever har missuppfattningar och föreställningar inom evolution som motverkar deras inlärning av evolutionsteorin. Det samma gäller för begreppsförståelse och konflikten mellan betydelsen av ett ord i vardagsspråket och i ämnesspråket. Tidigare forskning har också kartlagt att biologilärare inte alltid är medvetna om elevers svårigheter eller utformar en evolutionsundervisning som utmanar elevers begreppsförståelse. Denna kvalitativa studie som genomfördes med hjälp av intervjuer med sex olika lärare visar på samma mönster och pekar på några möjliga lösningar för att förbättra elevers förståelse för de evolutionära mekanismerna.  Samtidigt som det finns en stor samstämmighet bland de intervjuade biologilärarna kring begreppsförståelse, precis som i många andra ämnen, resonerar de olika om vilka delar som är viktiga i evolutionsundervisningen och varför. En del fokuserar mer på att lära ut innehållet enligt den lärobok som används medan en del förklarar mer om varför eleverna ska lära sig om evolution.  Som ett resultat av denna studie föreslås bland annat att undervisningen om evolution borde inledas så tidigt som möjligt för att i största möjliga mån minimera risken för att olika missuppfattningar och föreställningar kring evolution inte ska cementeras tidigt. I detta sammanhang bör också information kring ämneskunskap förmedlas vid överlämningarna från ett stadium till ett annat i grundskolan. Vidare föreslås att användandet av CoRe-verktyget implementeras i planeringen av undervisningen och att det införs som ett moment under VFU- arbetet för blivande ämneslärare. Det faktum att tid är en bristvara för lärare innebär att det sällan finns tid för egen reflektion. Därför måste arbetet med CoRe-verktyget schemaläggas på samma sätt som många skolor idag arbetar med kooperativt lärande.

School science education prepares learners to study science at a higher level, prepares them to follow a career in science and to become scientific literate citizens. It is the responsibility of the educator to ensure the learners’ conceptual framework is developed to the extent that secures success at higher level studies. The purpose of this study was to test the effectiveness of conceptual change teaching strategies on the conceptual development of grade 11 learners on Newton’s second law of motion. The two strategies employed were the cognitive conflict strategy and the development of ideas strategy. A sequential explanatory mixed-method research design was used during this study. The qualitative data were used to elucidate the quantitative findings. The quantitative research consisted of a quasi-experimental design consisting of a single-group pre-test–post-test method. During the qualitative part of the research a phenomenological research approach was utilised to gain a better understanding of participants’ learning experiences during the intervention. The quantitative research made use of an adapted version of the Force Concept Inventory (FCI). The data collected from the pre-test were used to inform the intervention. The intervention was videotaped and the video analysis or qualitative data analysis was done. After the intervention the post-test was written by the learners. Hake’s average normalised learning gain <g> from pre- to post-scores was analysed to establish the effectiveness of the intervention. The two sets of results (quantitative and qualitative) were integrated. Information from the qualitative data analysis was used to support and explain the quantitative data. The quantitative results indicate that there was an improvement in the students’ force conception from their initial alternative conceptions, such as that of an internal force. Especially the learners’ understanding of contact forces and Newton’s first law of motion yielded significant improvement. The qualitative data revealed that the understanding of Newton’s second law of motion by the learners who partook in this study did improve, since the learners immediately recognised the mistakes made when confronted with the anchor concept. The cognitive conflict teaching strategy was effective in establishing the anchor concept of force which proved to be useful as bridging concept in the development of ideas teaching strategy. The data from both datasets revealed that the cognitive conflict teaching strategy for the initial part of the intervention was effective. It was evident that for development of the idea teaching strategy the two data sets revealed mixed results. Recommendations were made for future research and implementation of conceptual development teaching strategies. / MEd (Natural Sciences Education), North-West University, Potchefstroom Campus, 2014