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Stott, Debbie – African Journal of Research in Mathematics, Science and Technology Education, 2016
The zone of proximal development (ZPD) is a well-known and frequently used notion in both educational research and practice with a wide and diverse range of interpretations. My aim in writing this theoretical article is not to provide a critical examination or an extensive literature review of the ZPD, but rather to highlight some significant…
Descriptors: Sociocultural Patterns, Learning Theories, Guidelines, Educational Research
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Pournara, Craig – African Journal of Research in Mathematics, Science and Technology Education, 2015
Through analysing a critical incident where a small group of pre-service secondary mathematics teachers work together on an annuities problem, we gain insight into the ways in which students make use of timelines and attend to time in their talk. Drawing on Lave and Wenger's notion of transparency, I argue that it was only when time became visible…
Descriptors: Time, Mathematics Instruction, Mathematics, Preservice Teachers
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Lelliott, Anthony – African Journal of Research in Mathematics, Science and Technology Education, 2014
The notion of scientific literacy is contested terrain, particularly when the term is used in school curricula. Using a scientific literacy framework of Vision I (covers science products and processes) and Vision II (based on science-related situations as a starting point for discussion), the article analyses the Natural Science (grades 7-9)…
Descriptors: Foreign Countries, Scientific Literacy, Natural Sciences, Secondary School Science
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Brodie, Karin; Sanni, Rasheed – African Journal of Research in Mathematics, Science and Technology Education, 2014
Much of the work on teacher knowledge suggests that content knowledge shapes pedagogical content knowledge, and in fact is primary in the relationship between the two forms of knowledge. In this paper we challenge this view, arguing from a situated perspective on knowledge and learning, that pedagogical content knowledge strongly shapes content…
Descriptors: Pedagogical Content Knowledge, Interviews, Geometry, Communities of Practice
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Nakedi, Mpunki; Taylor, Dale; Mundalamo, Fhatuwani; Rollnick, Marissa; Mokeleche, Maebeebe – African Journal of Research in Mathematics, Science and Technology Education, 2012
Recently "Curriculum and Assessment Policy Statements" ("CAPS") were introduced in South Africa in response to confusion precipitated by previous curriculum documents. The purpose of this paper is to explore that confusion in the subject 'Physical Sciences' and consider the nature of the transformation from the previous…
Descriptors: Foreign Countries, Physical Sciences, Science Curriculum, Curriculum Development
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Marshall, Delia; Case, Jennifer M. – African Journal of Research in Mathematics, Science and Technology Education, 2010
Research on student learning in physics has tended to focus largely on an individual perspective on learning. This can be contrasted with a sociocultural perspective which focuses on the social and linguistic dimensions of learning. As an exemplar of this perspective, this paper uses Gee's notions of 'little d' discourse and 'big D' Discourse as a…
Descriptors: Discourse Analysis, Physics, Science Education, Instructional Design