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Browsing 2019 ISTE International Conference on Mathematics, Science and Technology Education by Title

Browsing 2019 ISTE International Conference on Mathematics, Science and Technology Education by Title

Now showing items 1-20 of 43

21st Century teacher skills: design principles for student engagement and success

Lautenbach, Geoffrey (Institute of Science & Technology Education, University of South Africa, 2019)

Low success rates in first year university modules can lead to lack of progression and reduced student success. One principal reason is that failing some subjects has a greater impact on progression than others. In this ...
Active learning strategies as determinants of pre-service biology teachers’ learning outcomes

Asaaju, Olayemi Aderokun (Institute of Science & Technology Education, University of South Africa, 2019)

Available data showed that pre-service biology teachers at Colleges of Education in South-western Nigeria have low achievement in and exhibit negative attitude to population education. Previous studies largely focused on ...
Assessing the role of implicit scaffolding in facilitating virtual physical sciences learning

Penn, Mafor; Ramnarain, Umesh (Institute of Science & Technology Education, University of South Africa, 2019)

This paper reports the findings of a qualitative analysis on the role of implicit scaffolding in facilitating virtual learning of abstract physical sciences concepts. The participant 3rd year physical sciences education ...
Assessment of tertiary students’ learning of statistical modelling

Van Appel, Vaughan; Durandt, Rina (Institute of Science & Technology Education, University of South Africa, 2019)

In this paper, we report on the learning of statistical modelling in a second-year statistics module through the assessment of a problem that required a Monte Carlo simulation. On the forefront of the 4th industrial ...
Basic theory of educational neuroscience for mathematics teachers – a review

Kakoma, Luneta (Institute of Science & Technology Education, University of South Africa, 2019)

This paper is a review of how the knowledge of educational neuroscience by teachers of mathematics and its inclusion in mathematics teacher education curricula can enhance our understanding of how students learn mathematics. ...
Connection between prior knowledge and student achievement in engineering mathematics

Durandt, Rina (Institute of Science & Technology Education, University of South Africa, 2019)

In the paper the author reports on connections between first-year engineering mathematics students’ prior mathematical knowledge and their achievement in an engineering mathematics (year) course in an extended curriculum ...
The conundrum of integrating indigenous knowledge in science curriculum themes: a review of different viewpoints

Steenkamp, Johane; De Beer, Josef; Petersen, Neal (Institute of Science & Technology Education, University of South Africa, 2019)

The leitmotiv of this paper is the relationship between the natural sciences and indigenous knowledge, and whether indigenous knowledge has a place in the school science curriculum. In this review paper, various perspectives ...
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 ...
The correlation between Grade 11 learners’ functional understanding of proof and argumentation

Shongwe, Benjamin (Institute of Science & Technology Education, University of South Africa, 2019)
Developing pre-service science teachers’ pedagogy in an inquiry-based classroom: examining their representational competence and fluency

Maree, Lize; Edwards, Nazeem (Institute of Science & Technology Education, University of South Africa, 2019)

The manner in which science is communicated is important to the way in which concepts are understood by the recipient. Multiple representations involving verbal, graphical, symbolic or experimental modes can help students ...
Digital experiences of higher education students in Ghana: how does it compare

Armah, Justice Kofi; Van der Westhuizen, Duan (Institute of Science & Technology Education, University of South Africa, 2017)

The Joint Information Systems Committee (JISC) in 2018 conducted an international pilot study on higher education students’ digital experience. The study aimed at examining students’ experiences of the higher education ...
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 ...
Effects of Felder-Silverman and Honey-Mumford learning model on students’ in technical college

Numgwo, Atsumbe Bernard; Emmanuel, Raymond; Owodunni, Samuel Ayanda; Ekpe, Rose Esse (Institute of Science & Technology Education, University of South Africa, 2019)

In Nigeria, enhancing instructional delivery in Radio, Television and Electronics (RTVE) as a trade subject in technical colleges has become a great concern for technical teachers as it focuses on overcoming the challenges ...
The experiences of the foundation phase teachers in implementing curriculum and assessment policy statement

Mathiba, M.I.; Ramorola, M.Z. (Institute of Science & Technology Education, University of South Africa, 2019)

Effective mathematics teaching is a complex endeavour that requires subject knowledge, the theory and pedagogy of mathematics (Hourigan & Leave, 2010). This investigation explores the experiences of the Foundation Phase ...
Exploring student perspectives on an extended mechanical and industrial engineering program

Steenkamp, H.; Anghel, C. (Institute of Science & Technology Education, University of South Africa, 2019)

Many students find the transition from high school to university difficult specifically in engineering. It has been established that there is a gap in mathematics ability between high school and university. Internationally ...
Grade 6 teachers’ beliefs about mathematics as a subject

Ngoako, Rosina; Mofolo-Mbokane, Batseba (Institute of Science & Technology Education, University of South Africa, 2019)

This paper reports on a qualitative study where beliefs held by four Grade 6 mathematics teachers about mathematics as a subject were investigated. Data collected after interviewing the teachers telephonically, revealed ...
Implementing mathematics classroog pbl in a foundation programmem: relevance of problems examples

Ndlovu, Mdu (Institute of Science & Technology Education, University of South Africa, 2019)

This paper attempts to address the question of relevance of mathematical problems that characterised a problem-based learning (PBL) approach in a foundation programme (FP) mathematics classroom. Lebow’s (1993) criteria ...
Indigenous knowledge systems: its affordances and restraints in school science

De Beer, Josef (Institute of Science & Technology Education, University of South Africa, 2019)

The advocates for the infusion of indigenous knowledge in the school science curriculum often make a compelling argument that the natural sciences and indigenous knowledge share many tenets, and therefore such epistemological ...
The influence of descriptive and social norms in the acceptance and use of online formative feedback in an undergraduate module

Goto, Jameson; Batchelor, Jacqueline; Lautenbach, Geoffrey (Institute of Science & Technology Education, University of South Africa, 2019)

Most recently, traditional universities have offered online degree courses which have been characterised by high attrition rates. In this study, students were provided with individualized online formative feedback with the ...
It graduates’ first year of employment experiences and recommendations for the curriculum design

Panday, Annalee; Schoeman, Marthie (Institute of Science & Technology Education, University of South Africa, 2019)

Employment issues in South Africa (SA) are a significant problem. Ongoing discussions in SA revolve around the employability challenges facing South African graduates, particularly in the Information Technology (IT) sector. ...

Browsing 2019 ISTE International Conference on Mathematics, Science and Technology Education by Title

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