• Corporative learning as a tool to develop conceptual and procedural knowledge in solving algebraic equations: a case study of Grade 11 mathematics learners 

  Malatjie, Fourie; Machaba, France (Institute of Science & Technology Education, University of South Africa, 2019)

  This study explored Grade 11 Mathematics learners’ conceptual and procedural knowledge in solving algebraic equations using cooperative learning. This qualitative case study was carried out in a classroom setting in which ...
• Twinning two grade 11 mathematics teachers integrating information communication and technology in teaching algebra 

  Makgakga, Sello (Institute of Science & Technology Education, University of South Africa, 2019)

  The purpose of this article is to report on the effectiveness of integrating Information Communication and Technology (ICT) of the twinned teachers in teaching and learning mathematics in the 21st century. Both qualitative ...
• Effectiveness of reconceptualised natural sciences interventions in Mpumalanga 

  Msezane, Sikhulile Bonginkosi (Institute of Science & Technology Education, University of South Africa, 2019)

  The purpose of this paper is to explore the effectiveness of Natural Sciences interventions in one of the circuits in Mpumalanga. This paper uses pedagogical content knowledge and the instructional learning theoretical ...
• TEACHERS AND LEARNERS’ PERCEPTIONS ABOUT TEACHER-OUTSOURCING AS A COMPLIMENTARY STRATEGY IN GRADE 12 MATHEMATICS CLASSROOMS 

  Makgakga, Sello; Sepeng, Percy (Unisa Press, 2014-10)
• EXPLORING LEARNERS’ DIFFICULTIES IN SOLVING GRADE 12 DIFFERENTIAL CALCULUS: A CASE STUDY OF ONE SECONDARY SCHOOL IN POLOKWANE DISTRICT 

  Makgakga, Sello; Makwakwa, Eva G. (Unisa Press, 2016-10)
• GRADE 9 LEARNERS’ UNDERSTANDING OF THE CONCEPT OF THE EQUAL SIGN: A CASE STUDY OF A SECONDARY SCHOOL IN 

  Machaba, France; Makgakga, Sello (Unisa Press, 2016)
• Mismatch between the progression of the mathematics course and the level of mathematics required to do advanced physics 

  Kriek, Jeanne; Ayene, Mengesha; Damtie, Baylie (2010)

  Whenever students appear to have trouble with mathematics in their physics courses, they either hate physics or fear it. The blame for this plight could be due to the structure of the mathematics and physics curricula or ...
• Investigation of pre-service teacher’s understanding of Ohm’s law 

  Kriek, Jeanne; Gaigher, Estelle (2006)

  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 ...
• The impact of computer simulations on the performance of grade 11 learners in electromagnetism 

  Kriek, Jeanne; Kwadzo, Jonas (2013)

  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 ...
• Interactive engagement models in pre-services science teacher understanding of mecahnics 

  Kriek, Jeanne; khwanda, M.N.; Basson, Ilsa (2010)

  The study was conducted to first year pre-service physics teachers at the Central University of Technology, Free State. The pilot Force Concept Inventory tests results conducted in 2007 indicated that students did not ...
• Why do we lose undergraduate physics students? 

  Kriek, Jeanne; Ayene, Mengesha; Damtie, Baylie (2012)

  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 ...
• Use of interactive computer simulations in the teaching of physical science 

  Kriek, Jeanne; Kaheru, Sam (2011)

  The use of interactive computer simulations in improving the teaching and learning of physical science is considered. The importance of interactive computer simulations is the ease of being recycled and hence its ...
• Why don’t learners achieve when using technology? 

  Kriek, Jeanne (2011)

  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 pre- and ...
• Influence of a motion sensor on the understanding of graphs Jeanne Kriek 

  Kriek, Jeanne (2010)

  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 ...
• Creating a holistic model for Physical Science teacher development: establishing a baseline 

  Kriek, Jeanne; Grayson, Diane (2002)

  We are in the beginning stages of trying to develop a holistic model of teacher development that will integrate the development of teachers’ content knowledge, pedagogical content knowledge and teaching approaches, and ...
• Implementation of the new FET Physical Science Curriculum: Teachers views 

  Kriek, Jeanne; Basson, Ilsa (2008)

  South African physical science teachers are currently implementing the new FET curriculum. This paper reports on the views of 59 physical science teachers currently teaching Grade 10 and 11 learners. Data from questionnaires ...
• The effect of physics computer simulations on teachers’ misconceptions of DC circuits 

  Kriek, Jeanne; Basson, Ilsa (2009)

  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 ...
• Description of a holistic approach to Physics teacher development 

  Kriek, Jeanne; Grayson, Diane (2014)

  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 ...
• The influence of problem solving strategies and cooperative learning on teachers’ ability to solve physics problems 

  Kriek, Jeanne; Grayson, Diane (2003)

  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 ...
• The structure and evaluation of a holistic professional development model for Physics teachers 

  Kriek, Jeanne; Grayson, Diane (2006)

  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 ...

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