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2019 ISTE International Conference on Mathematics, Science and Technology Education
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Recent submissions

2019 ISTE International Conference on Mathematics, Science and Technology Education: Recent submissions

Now showing items 21-40 of 43

Student and manager perspectives on the graduate attributes of Information Technology (IT) students after Work-Integrated Learning (WIL)

Redelinghuis, Linda; Drevin, Lynette (Institute of Science & Technology Education, University of South Africa, 2019)

– Graduate attributes of IT students during a WIL activity in Systems Analysis and Design and Business Management modules were investigated. The graduate attributes considered in the study were communication, teamwork, ...
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 ...
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 ...
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 ...
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 ...
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. ...
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 ...
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 ...
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 ...
Learners’ perceptions about the integration of their socio-cultural beliefs in life sciences

Mavuru, Lydia (Institute of Science & Technology Education, University of South Africa, 2019)

– Culturally responsive science teaching and learning has been a subject of intense discussion among researchers on pedagogy the world over. This study explores learner perceptions about the inclusion of their socio-cultural ...
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 ...
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 ...
Teachers’ reflections in the use of learning technologies in inclusive education

Diseko, Rabaitse; Pule, Sechaba Precious (Institute of Science & Technology Education, University of South Africa, 2019)

The aim of this study is to explore teachers’ reflections on the use of learning technologies in inclusive education that is, in a school of learners with special educational needs (LSEN). We argue that steady progress has ...
Rural learners’ patterns of engagement in synchronous online mentoring group chats to advance conceptions of career development

Molaodi, Linford M.; Jacqueline, Batchelor (Institute of Science & Technology Education, University of South Africa, 2019)

Learners in the rural settings are deprived of necessary support mechanism (mentorship, motivation and guidance) for career consciousness and lack sufficient exposure to diverse careers. This study reports on an online-based ...
Reflecting on the use of project-based learning for 21st Century competencies in an it extended programme

Janse van Rensburg, J.T.; Goede, R. (Institute of Science & Technology Education, University of South Africa, 2019)

Employment in the information technology (IT) industry will most often result in project-based environments or project-based objectives. Preparing IT students for this industry is recommended through project-based learning ...
Pre-service teacher’s acceptance and use of a synchronous and collaborative online tool to support teaching and learning at a private higher educational institute

Machingambi, Alfred; Batchelor, Jacqueline (Institute of Science & Technology Education, University of South Africa, 2019)

New and emerging technologies continue to disrupt the teaching and learning processes and these new innovations are not always easily accepted. In this study, the researchers employed Unified Theory of Acceptance and Use ...
It students’ awareness of the negative effects of technology

Drevin, Lynette; Kim, Joy Dahee (Institute of Science & Technology Education, University of South Africa, 2019)

The motivation for this study is that people often become victims of technology abuse and cybercrime and that they are not equipped to counteract the negative effects of technology. Many studies emphasize the benefits of ...
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. ...
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 ...

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