First year physics students' abilities and difficulties in solving kinematics problems in various contexts PDF
Preview First year physics students' abilities and difficulties in solving kinematics problems in various contexts
ISTE INTERNATIONAL CONFERENCE ON MATHEMATICS, SCIENCE AND TECHNOLOGY EDUCATION 19 – 23 OCTOBER 2014 Held at the Mopani Camp in Kruger National Park, Limpopo, South Africa Proceedings “Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology” © 2014 University of South Africa ISBN: 978-1-86888-800-9 Published by Unisa Press University of South Africa P O Box 392, UNISA, 0003 All rights reserved. No part of this publication may be reproduced in any form or by any means – mechanical or electronic, including recordings or tape recording and photocopying – without the prior permission of the publisher, excluding fair quotations for purposes of research or review. Editors David Mogari Ugorji Ogbonnaya Keshnee Padayachee University of South Africa 2 Organising Committee Atagana H. I. Kriek J. Lamola M Mji A. Makwakwa E. G Mogari D. Ochonogor C. E. Ogbonnaya U. I. Onwu G. O. M. Padayachee, K. Paulsen R. Stols G. e-mail: [email protected] 3 List of Reviewers The organising committee of ISTE 2014 would like to immensely thank the following reviewers who painstakingly reviewed the conference papers. Their efforts are well appreciated and acknowledged. Abraham Motlhabane, University of South Africa, South Africa Alfred Mutanga, Tshwane Tshwane University of Technology, South Africa Angela James, University of KwaZulu Natal, South Africa Estelle Gaigher, University of Pretoria, South Africa Ferie Samadi, University of Pretoria, South Africa Helen-Drummond, North West University, South Africa Hileni Kapenda, Unversity of Namibia, Namibia Jeanine Mwambakana, University of Pretoria, South Africa Johann Engelbrecht, University of Pretoria, South Africa Josef De Beer, University of Johannesburg, South Africa Leila Goosen, University of South Africa, South Africa Marié Du Toit, North West University, South Africa Melenie Sadeck, Cape Peninsula University of Technology, South Africa Miriam Lemmer, North West University, South Africa Moses Mokgato, Tshwane University of Technology, South Africa Mundalamo Fhatuwani, Tshwane University of Technology, South Africa Ngozi Okafor, University of Lagos, Nigeria Olumefemi Adejoke, Tshwane University Of Technology, South Africa Radley Mahlobo, Vaal University of Technology, South Africa Rian Devilliars, University of Pretoria, South Africa Rina Durandt, University of Johannesburg, South Africa Sam Kaheru, University of Venda, South Africa Sello Makgakga, University of South Africa, South Africa Sonja van Putten, University of Pretoria, South Africa Thomas Sedumedi, Tshwane University of Technology, South Africa Tome Mapotse, University of South Africa, South Africa William Rauscher, University of Pretoria, South Africa Williams Chapasuka Ndlovu, Tshwane University of Technology, South Africa Willy Mwakapenda, Tshwane University of Technology, South Africa 4 PREFACE The Institute for Science and Technology Education (ISTE) and the organising committee of the 5th ISTE International Conference on Mathematics, Science and Technology Education (ISTE 2014) welcomes you to the ISTE 2014 International Conference at the Kruger National Park, South Africa. This conference has become a rallying point for mathematics, science and technology education researchers, students and practitioners from Africa and globally, as a result of the ambient environment it provides for intellectual and academic interaction and also the opportunity it provides for local academics to interact with an international audience. Through the efforts of the staff of ISTE, friends and well-wishers, support for the conference has continued to grow and participation has increased over the years. While we acknowledge that the journey has not been easy, considering the many recent challenges, both internal and external, it is a thing of joy to affirm that in South Africa, a tradition has been established to accommodate the views of the rest of the world in this area of scientific research. The number of abstracts and full papers received has increased steadily every year since the first edition of the conference. As a result, more stringent measures have been introduced to review papers for acceptance for the conference. This has put some strain on the editorial committee who kept working hard to keep the standard. The organising committee, which has changed very little since inception, has continued to work relentlessly every year to keep the conference at its best. The results of these efforts are a sustained participation in the conference, high quality presentations and high standards in the quality of papers published in the conference proceedings. This has resulted in the South Africa Department of Higher Education and Training adopting the proceedings as one of its accredited Conference Proceedings. A total of 149 papers were received for the 2014 conference out of which 56 were accepted for publication in the conference proceedings. While it can be argued that the Kruger National Park and the charisma of its diverse African wildlife is one of the most visited Parks in the world the ISTE International Conference has contributed to this traffic, as over 100 participants besiege the Mopani Camp of the Park every October. We wish to thank our sponsors, the South African National Parks who has continued to provide support for the conference for 5 years running and the College of Graduate Studies, University of South Africa who beyond providing conference bags for participants has provided funding to sponsor some local and international masters and doctoral students to attend the 2014 conference. May we once again thank all past and present participants, particularly the wonderful plenary speakers from all over the world, who have continued to give the conference its flavour and urge you all to continue to believe that the conference would continue to be a space where Mathematics, Science and Technology Education challenges facing our generation’s world would be addressed. Prof. Harrison Ifeanyichukwu Atagana. Pr. Sc. Nat. FSB Chair: ISTE 2014 International Conference 5 Review Process Authors ranging from the fields of Mathematics, Science and Technology Education submitted to The Editorial Committee of ISTE 2014 Conference Proceedings their papers for review with possible inclusion in the conference proceedings. In total 149 papers were submitted. All papers were then subjected to a blind review by reputable experts in the respective fields. After reviewing the papers, the reviewers sent their comments to the Editorial Committee, which it assessed and validated before compiling feedback reports for the respective authors suggesting how the papers could be improved. Upon receipt of the revised 56 papers (about 37,6%), the Committee reassessed them before it could finally accept them for publication in the proceedings. Of this number, 41 (73,2%) constitute papers from non-UNISA affiliates. The Editorial Committee did accept a few papers which were not received back from the authors at the time of going to press and such were not included in the proceedings. We apologise for our inability to include such papers in the proceedings as we had a deadline to meet with the publishers and an obligation to make the proceedings available to participants at the conference. Editorial Committee David Mogari Ugorji Ogbonnaya Keshnee Padayachee 6 Acknowledgements The organising committee of ISTE 2014 is indebted to the following organisations/institutions whose generous donations contributed to the success of the conference: College of Graduate studies, University of South Africa South African National Parks 7 CONTENTS PREFACE .................................................................................................................................................................... 5 KEYNOTE ADDRESS .................................................................................................................................................. 12 GOOD INTENTIONS ARE NOT ACTIONS: MATHEMATICS EDUCATION OF SOUTH AFRICA DEMANDS ACTION AND PRIDE FROM THE CITIZENRY ................................................................................................................................................................... 12 Nosisi N Feza PLENARY PAPERS ..................................................................................................................................................... 24 ARE THE UNIVERSITIES PRODUCING THE TEACHERS WE NEED? ................................................................................................ 24 Nick Taylor DEVELOPING, VALIDATING, AND MEASURING CONTENT KNOWLEDGE FOR TEACHING: AN EXAMPLE FROM PHYSICS ........................... 37 Stamatis Vokos, Drew Gitomer, Candice Dias, Eugenia Etkina, Jim Minstrell & Lane Seeley THE FIRST YEAR GENERAL CHEMISTRY COURSE: GREAT CHALLENGES AND GREAT POTENTIALITIES ................................................... 40 Liliana Mammino CONFERENCE PAPERS .............................................................................................................................................. 49 AN EXPLORATION OF THE FOUNDATIONAL PROVISION MODEL IN FIRST YEAR MATHEMATICS IN SCIENCE AND ENGINEERING PROGRAMMES. ............................................................................................................................................................ 49 Dianne Schubert & Melanie Jacobs FACTORS ATTRIBUTED TO POOR PERFORMANCE IN GRADE 9 MATHEMATICS LEARNERS SECONDARY ANALYSIS OF ANNUAL NATIONAL ASSESSMENTS (ANA) ..................................................................................................................................................... 59 Yeyisani Makhubele & Kakoma Luneta MATHEMATICS STUDENT TEACHERS’ APPROACH TO, EXPERIENCE OF AND ATTITUDES TOWARDS MATHEMATICAL MODELLING ............. 70 Rina Durandt & Gerrie J Jacobs MATHEMATICS STUDENT-TEACHERS’ EXPERIENCES OF MENTORING AT A TEACHING SCHOOL IN SOUTH AFRICA ................................. 81 Erica Spangenberg MATHEMATICS TEACHERS’ ATTITUDES TOWARDS THE SUBJECT: THE INFLUENCE OF GENDER, AGE AND TEACHING EXPERIENCE ............ 91 Gerrie J Jacobs &Erica D Spangenberg MOTIVATION STRATEGIES OF EX-MATHEMATICAL LITERACY LEARNERS IN A UNIVERSITY FOUNDATION PROGRAMME ....................... 101 Wendy Baumgartner, Erica Spangenberg & Gerrie Jacobs PROFESSIONAL DEVELOPMENT OF MATHEMATICS EDUCATORS FOR OPEN AND DISTANCE LEARNING THROUGH EFFECTIVE COLLABORATION ........................................................................................................................................................ 111 Patrick Bosan RELATIONSHIP BETWEEN LEARNERS' MATHEMATICS-RELATED BELIEF SYSTEMS AND THEIR APPROACH TO NON-ROUTINE MATHEMATICAL PROBLEM SOLVING: A CASE STUDY OF THREE HIGH SCHOOLS IN TSHWANE NORTH DISTRICT (D3), SOUTH AFRICA ...... 119 Munyaradzi Chirove & David Mogari EVALUATING THE EFFECTIVENESS OF A MENTORSHIP PROGRAMME FOR NOVICE LECTURERS OF MATHEMATICS .............................. 131 Barbara Posthuma & Lizette Viljoen TEACHER CODE SWITCHING: A CALL FOR THE DEVELOPMENT OF MATHEMATICS REGISTERS IN INDIGENOUS LANGUAGES .................. 141 Clemence Chikiwa & Marc Schafer TEACHERS AND LEARNERS’ PERCEPTIONS ABOUT TEACHER-OUTSOURCING AS A COMPLIMENTARY STRATEGY IN GRADE 12 MATHEMATICS CLASSROOMS ........................................................................................................................................ 152 Sello Makgakga & Percy Sepeng THE PREDICTIVE VALIDITY OF JUNIOR SECONDARY SCHOOL MATHEMATICS SCORES: A COMPARATIVE STUDY OF SENIOR SECONDARY SCHOOL MATHEMATICS SCORES IN DELTA AND EDO STATES ................................................................................................. 160 Margaret E. N. Orubu UNDER PREPAREDNESS OF FIRST YEAR UNIVERSITY MATHEMATICS STUDENTS .......................................................................... 167 Leelakrishna Reddy, Padmanabhan Nair & Neela Dhani Reddy 8 A PILOT STUDY OF THE USE OF AN ANALYTICAL FRAMEWORK FOR A REPRESENTATION OF THE NATURE OF SCIENCE (NOS) IN A GRADE 8 NATURAL SCIENCES TEXTBOOK .................................................................................................................................... 173 Tarisai Chanetsa & Umesh Ramnarain AN INVESTIGATION INTO STUDENT PERFORMANCE IN FIRST YEAR BIOLOGY AT THE UNIVERSITY OF JOHANNESBURG ......................... 181 Janice Williamson, Estherna Pretorius & Melanie Jacobs BIOLOGY LABORATORY PRACTICAL ASSESSMENT METHODS USED BY ETHIOPIAN UNIVERSITIES ..................................................... 190 Getachew Fetahi Gobaw & Harrison Ifeanyichukwu Atagana “BUNGEE JUMPING” WITH PRE-SERVICE STUDENT TEACHERS: DEVELOPING LIFE SCIENCES STUDENT TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE ................................................................................................................................................ 195 Grizelda van Wyk & Josef De Beer EXPLORING TEACHER USE OF NEWSPAPER ARTICLES IN PROMOTING A HUMANISTIC PERSPECTIVE IN SCIENCE TEACHING AND LEARNING ................................................................................................................................................................. 201 Beauty Thandeka Moleki & Umesh Ramnarain EXPLORING THE USE OF IMPROVISED PHYSICAL RESOURCES IN THE IMPLEMENTATION OF INQUIRY-BASED SCIENCE TEACHING AND LEARNING IN GRADE 9 NATURAL SCIENCES ....................................................................................................................... 212 Kudakwashe Mamutse & Umesh Ramnarain “ONE SIZE DOES NOT FIT ALL”: CURRICULUM SUPPORT GROUPS AS STRUCTURED SUPPORT FOR TEACHERS’ PROFESSIONAL DEVELOPMENT ........................................................................................................................................................... 221 Lounell White, Josef De Beer & Umesh Ramnarain TEACHERS’ UNDERSTANDING AND RESPONSE TO CURRICULUM POLICY IMPLEMENTATION IN SCHOOLS ......................................... 231 Maggie Maluleke Hlanganani & A Motlhabane THE AWARENESS, PERCEPTIONS AND EXPERIENCES OF GRADE 9 NATURAL SCIENCES TEACHERS OF THE ROLE OF LEARNERS’ SOCIO- CULTURAL BACKGROUND IN TEACHING AND LEARNING ....................................................................................................... 240 Lydia Mavuru & Umesh Ramnarain THE INTERACTIVE EFFECT OF OUTDOOR ACTIVITIES AND SCHOOL LOCATION ON SENIOR SECONDARY STUDENTS’ ENVIRONMENTAL PROBLEM SOLVING SKILLS IN BIOLOGY ............................................................................................................................. 251 Omolola Oluwalanu Oloyede & Olayemi Aderokun Asaaju THE THEORY OF ‘EVILUTION’: CHRISTIAN TEACHERS’ AND LEARNERS’ PERSPECTIVES ON EVOLUTION ............................................. 263 Francois Naude & Josef De Beer FIRST YEAR PHYSICS STUDENTS’ ABILITIES AND DIFFICULTIES IN SOLVING KINEMATICS PROBLEMS IN VARIOUS CONTEXTS .................. 275 Annalize Ferreira, Miriam Lemmer & Wilma Breytenbach INVESTIGATING RESISTANCE TO ACTIVE LEARNING IN A HIGH SCHOOL PHYSICS CLASSROOM ........................................................ 285 Callie Loubser & Kevin Kraushar CONCEPTUAL IMPLICATIONS OF SUB-MICROSCOPIC REPRESENTATIONS OF BASIC CHEMICAL CONCEPTS: NOVICE PHYSICAL SCIENCE LEARNERS’ VIEWS ....................................................................................................................................................... 292 Gift M. Nyanhi & Chukunoye Enunuwe Ochonogor EFFECTS OF STUDENTS’ CHEMICAL CONCEPT UNDERSTANDING LEVEL ON THEIR ACHIEVEMENT ON BIOCHEMICAL TOPICS .................. 310 GO Ikhifa & Chukunoye Enunuwe Ochonogor THE IMPACT OF BALL AND STICK MODELS AND COOPERATIVE LEARNING STYLE IN STEREOCHEMISTRY LESSONS ON STUDENTS’ VISUALIZATION AND ACHIEVEMENT ................................................................................................................................ 319 Eticha Temesgen Ayalew & Chukunoye Enunuwe Ochonogor BRIDGING THE GAP FOR IT STUDENTS: ACTION RESEARCH AND DESIGN SCIENCE RESEARCH AS RESEARCH APPROACHES FOR LIFE-LONG LEARNERS ................................................................................................................................................................. 330 Romeo Botes & Roelien Goede EFFECT OF COMPUTER ASSISSTED INSTRUCTION WITH ANIMATION ON ACHIEVEMENT OF STUDENTS’ OF COLLEGE OF EDUCATION, MINNA IN QUANTUM PHYSICS ....................................................................................................................................... 342 Celina Shitnan Gana & Barnabas Chinedu Madu 9 ENACTMENT OF TECHNOLOGY SUBJECT AFTER 15 YEARS OF ITS INSTITUTION: CASE OF FIRST YEAR TECHNOLOGY STUDENT ............... 354 S. M. Ramaligela IMPROVING FORMATIVE ASSESSMENT PRACTICES THROUGH TECHNOLOGY: WHAT WE KNOW FROM SOUTH AFRICA ........................ 361 George Frempong, Ke Yu , Charlotte Motha, Maglin Moodley, Matthews Makgamatha & Refiloe Mohlakoana INFLUENCE OF PEER COLLABORATION ON JUNIOR SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN BASIC SCIENCE AND TECHNOLOGY ............................................................................................................................................................. 367 Emmanuel J Ohize & Samuel A Owodunni INFORMATION AND COMMUNICATION TECHNOLOGY INTEGRATION IN CLASSROOM TEACHING: WHY SOUTH AFRICAN EDUCATORS LACK INTEREST? ......................................................................................................................................................... 378 Moses Moyo, Kudakwashe Madzima & Hanifa Abdullah ONLINE SCIENCE PRACTICAL WORK: HOW CAN STUDENTS DO IT? .......................................................................................... 390 Abraham Motlhabane STUDENT COMPETENCY AMONG FIRST YEARS LEARNING COMPUTER PROGRAMMING: EXPECT THE UNEXPECTED?........................... 397 Jacqui Chetty THE EFFECT OF USE OF COMPUTER SIMULATIONS ON ACQUISITION OF SKILLS .......................................................................... 408 Sam Kaheru & Jeanne Kriek THE STATE OF USING INNOVATIVE TEACHING FOR E-LEARNING IN SOME RURAL SCHOOLS IN LIMPOPO, SOUTH AFRICA ..................... 420 Moses Makgato TOWARD AN AUTHENTIC SET OF PROGRAMMING STRATEGIES FOR TEACHING-AND-LEARNING COMPUTER PROGRAMMING............... 429 Jacqui Chetty TOWARDS EFFECTIVE TEACHING AND MEANINGFUL LEARNING TO ADDRESS THE CHALLENGES OF ICT EDUCATION IN AN OPEN AND DISTANCE LEARNING CONTEXT ....................................................................................................................................... 441 Leila. Goosen TOWARDS MONITORING THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN INSPIRED SCIENCE, ENGINEERING AND TECHNOLOGY COMMUNITY ENGAGEMENT ....................................................................................................................... 451 Patricia Mae Gouws, Keshnee Padayachee & Elmarie Kritzinger USING A SCRIPTABLE GAME-ENGINE TO TEACH INTELLIGENT AGENT ARTIFICIAL INTELLIGENCE ACCORDING TO OBJECT-ORIENTATED TEACHING PRINCIPLES .................................................................................................................................................. 463 Malan den Heijer & Roelien Goede USING TECHNOLOGY TOWARDS EFFECTIVE TEACHING AND MEANINGFUL LEARNING IN AN OPEN AND DISTANCE LEARNING COMPUTING CONTEXT ................................................................................................................................................. 473 Toppie N. Mukasa-Lwanga & Leila Goosen A MULTIFACETED THEORETICAL FRAMEWORK THAT INFORMS HIV/AIDS KNOWLEDGE BASE FACTORS CONTRIBUTING TO HIGH PREVALENCE RATES ..................................................................................................................................................... 483 KO Ifekoya & AL Abrie ATTITUDES OF POSTGRADUATE EDUCATION STUDENTS TOWARDS QUANTITATIVE RESEARCH MATTERS ......................................... 494 Gerrie J Jacobs, Geoff Lautenbach & Jacqueline Batchelor DEVELOPING SKILLS OF ENTERING FIRST YEAR SCIENCE STUDENTS: FOCUSED FIRST YEAR SEMINAR ............................................... 505 Melanie Jacobs & Estherna Pretorius EXPLORING THE TEXTBOOK COMPETENCE OF EDUCATORS AS AN ENABLING INPUT IN THE DELIVERY OF QUALITY BASIC EDUCATION IN SOUTH AFRICA ........................................................................................................................................................... 515 Christiaan Visser, Josef De Beer & Xenia Kyriacou IMPLEMENTING A FLEXIBLE STRUCTURE IN UNDERGRADUATE SCIENCE CURRICULA .................................................................... 528 Melanie Jacobs, Deon de Bruin & Fanus van Tonder PORTRAYING THE HUMAN FACE OF SCIENCE IN THE CLASSROOM .......................................................................................... 540 Anastasia Malong Buma & Josef De Beer 10
Description:The list of books you might like
