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- Granklint Enochson, Pernilla, 1965-, et al.
(författare)
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Ideas about the human body among secondary students in South Africa
- 2015
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Ingår i: African Journal of Research in Mathematics, Science and Technology Education. - Abingdon : Taylor & Francis. - 1028-8457 .- 1811-7295 .- 2469-7656. ; 19:2, s. 199-211
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Tidskriftsartikel (refereegranskat)abstract
- In this paper we focus on how South African students’ ideas about the human body are constituted in their descriptions of three different scenarios involving the pathway of a sandwich, a painkiller and a glass of water through the body. In particular, we have studied the way in which the students transferred ideas between the sandwich and the painkiller compared with the students' ability to explain the water pathway. The study surveyed 161 ninth-grade students in five different schools in South Africa. Data collection methods used were: drawings, written questions (open-ended items) and interviews with selected students. The questions emerged from the three scenarios—what happens in the body when you eat a sandwich, swallow a painkiller and drink a glass of water. We report that it is difficult for the students to transfer knowledge of the digestive system horizontally from the sandwich scenario to descriptions of the painkiller and water scenarios. The integration of three organ systems (digestive, circulatory and excretory) to describe the water scenario was even more difficult for the students than the horizontal transfer from the sandwich scenario. The students also showed a diversity of non-scientific descriptions, especially concerning the water scenario. The paper discusses why a large percentage of the students (∼50%) included non-scientific ideas in their decriptions of the water scenario.
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| 2. |
- Ramdhany, Viren, et al.
(författare)
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Dissonance and Continuity in the Mathematical Education and Training Experiences of Pre-service Secondary Mathematics Teachers
- 2018
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Ingår i: African Journal of Research in Mathematics, Science and Technology Education. - : Informa UK Limited. - 1028-8457 .- 1811-7295 .- 2469-7656. ; 22:2, s. 186-195
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Tidskriftsartikel (refereegranskat)abstract
- The education and professional development of pre-service mathematics teachers occur across different contexts. Key contexts of mathematics learning and learning to teach are school, university undergraduate mathematics and mathematics teaching-related learning in teacher education courses. International literature suggests that each of these contexts legitimises different views of mathematics teaching and learning. For pre-service teachers traversing these contexts, moves between sites can be experienced in more continuous or more dissonant ways. The disjunctures associated with dissonant experiences lead to openings for value judgments related to the distinctions that are drawn, opening possibilities for a wider range of pedagogic decisions. In this paper, we explore, through interviews with four pre-service teachers in one post-graduate certificate of education (PGCE) course, perceptions of continuity and dissonance across sites related to mathematics and mathematics education, and teaching and learning. Our findings point largely to experiences of continuity between the high school and undergraduate contexts, with the PGCE course recognised as different from these contexts.
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