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Download full textNaidoo, Jaqueline; Sibanda, Doras – South African Journal of Education, 2020
It is widely acknowledged that understanding of science is key to becoming global citizens and to embrace technological advancements. Although research suggests that girl's performance in science has improved over the years, there are still concerns about the under-representation of women in science, technology, engineering and mathematics (STEM)…
Descriptors: Foreign Countries, Science Instruction, Gender Differences, Science Achievement
Direct linkSibanda, Doras – African Journal of Research in Mathematics, Science and Technology Education, 2018
The purpose of this study was to explore whether chemistry lesson sequences can indicate the level of teachers' pedagogical content knowledge (PCK). The sequencing of lessons for teaching chemical bonding is taken as the case for this study. The correct sequencing of concepts in teaching chemical bonding is key to learners' conceptual…
Descriptors: Teaching Methods, Chemistry, Science Instruction, Secondary School Science
Chirikure, Tamirirofa; Govender, Nadaraj; Sibanda, Doras; Kolobe, Lebala; Good, Mary-Anne; Ngema, Sebenzile – African Journal of Research in Mathematics, Science and Technology Education, 2019
Students' approaches to learning have a significant impact on the outcomes of any educational programme. In the light of the documented concerns about the quality of students' engagement with academic work, this study sets out to determine and explain preservice teachers' (PSTs) approaches to learning. This was based on the premise that, while…
Descriptors: Physical Sciences, Science Teachers, Preservice Teachers, Learning Strategies
Sibanda, Doras; Hobden, Paul – African Journal of Research in Mathematics, Science and Technology Education, 2016
The purpose of this study was to find out teachers' preferred teaching sequence for basic chemistry topics in Physical Science in South Africa, to obtain their reasons underpinning their preferred sequence, and to compare these sequences with the prescribed sequences in the current curriculum. The study was located within a pragmatic paradigm and…
Descriptors: Foreign Countries, Chemistry, Science Instruction, Science Teachers
Sibanda, Doras; Amin, Nyna – SAGE Open, 2021
This study explores the link between a mentorship program for in-service teachers and their professional development. The participants are under-qualified mathematics, science, and technology teachers employed in junior secondary schools. Using a mixed-method approach, data were collected through a questionnaire responded to by 163 mentees, and…
Descriptors: Correlation, Mentors, Intervention, Inservice Teacher Education
Sibanda, Doras; Hobden, Paul – African Journal of Research in Mathematics, Science and Technology Education, 2015
The current study seeks to examine how teachers plan teaching sequences to teach chemical bonding in the senior secondary phase of schooling. The study employs a learning demand tool as interpretive framework. A mixed method was used to guide the collection of data. Data were collected through a survey instrument with 227 practising physical…
Descriptors: Chemistry, Lesson Plans, Sequential Approach, Secondary School Science
