@article {1367,
	title = {EXAMINING PHYSICS TEACHERS{\textquoteright} DOMAIN-SPECIFIC PEDAGOGICAL CONTENT KNOWLEDGE COMPONENTS IN LESOTHO SECONDARY SCHOOLS},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {April/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {240-259},
	abstract = {Pedagogical content knowledge (PCK) is considered an important ingredient in shaping classroom practice. PCK requires valid measurement at domain-specific level on different components excluding the teaching context. While the research focuses on measuring the PCK of unqualified teachers and pre-service teachers, the description of qualified teachers{\textquoteright} domain-specific PCK is often overlooked. The purpose of this study was to measure quantitatively the domain-specific PCK of qualified physics teachers focusing on the five PCK components: content knowledge, pedagogical knowledge, assessment knowledge, knowledge of students and curricular knowledge. Data were collected through the paper-and pencil PCK test that was responded to by 87 Physics teachers teaching the last two years of secondary school. Data were analyzed using the Extended Rasch Model and descriptive statistics. The results revealed that Physics teachers have a low PCK in general and low levels of PCK components, the lowest being content knowledge. The study recommends regular refresher workshops for qualified teachers focused on developing different PCK components, with more emphasis on content knowledge.  },
	keywords = {domain-specific PCK, PCK components, pedagogical content knowledge, physics teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.240},
	url = {https://oaji.net/articles/2023/987-1713272845.pdf},
	author = {Nthoesele Hlaela and Loyiso C. Jita}
}
@article {1205,
	title = {SCIENCE TEACHERS{\textquoteright} PERCEPTIONS OF THEIR KNOWLEDGE BASE FOR TEACHING FORCE CONCEPTS   },
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {651-662},
	abstract = {It is important for students to understand force concepts because they are central to learning physics and other sciences; however, students find it difficult to understand. There are calls for teachers to tap into their professional knowledge and develop beliefs that help them assist students comprehend the topic. To meet this challenge, teachers{\textquoteright} perceptions of their knowledge base for teaching force concepts should be probed because perceptions act as windows into teachers{\textquoteright} practices. This study, therefore, explored physics teachers{\textquoteright} perceptions of their knowledge base for teaching force concepts. Science teachers{\textquoteright} pedagogical content knowledge (PCK) frameworks were used to develop a questionnaire based on a 5-point Likert scale administered to 100 physical science teachers who were randomly selected from 54 schools in five districts in Lesotho. Data were analysed using descriptive statistics. The results suggest that, even though teachers reported positive views about their knowledge base, there is no correlation between sub-components of curricular knowledge. It is concluded that teachers should build the curricular knowledge by participating in collaborative activities. It is, therefore, recommended that studies that probe teachers{\textquoteright} actual knowledge of PCK constructs are executed, so that appropriate information is available when planning professional development activities targeting teachers{\textquoteright} PCK.},
	keywords = {force concepts, pedagogical content knowledge, teacher knowledge, teachers{\textquoteright} perceptions of knowledge},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.651},
	url = {https://oaji.net/articles/2022/987-1662187050.pdf},
	author = {{\textquoteright}Maphole Marake and Loyiso C. Jita and Maria Tsakeni}
}
@article {903,
	title = {INSTRUCTIONAL PRACTICES OF SCIENCE TEACHERS IN RURAL LEARNING ECOLOGIES},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {780-803},
	abstract = {The outcomes of IEA{\textquoteright}s Trends in International Mathematics and Science Study (TIMSS) conducted from 1995 to 2002 confirmed that there was no improvement in the learning outcomes of grade eight learners in Mathematics and Science. Additionally, the failure rate in Mathematics at the National Senior Certificate (NSC) Matriculation examination has increased from 2008 to 2018 in South African schools. It was consequent on this decline in performance that the South African National Roads Agency Limited (SANRAL) Chair in Science and Mathematics Education developed a short learning intervention programme for Mathematics teachers in South Africa in 2013 and 2014. This research reports post-intervention instructional practices of five teachers at Reitz who took part in the intervention programme. The teachers took part in the training workshops that were orgnised  for participants at the University of the Free State, implemented the knowledge acquired from the programme in their respective schools, and compiled an evidence portfolios of their post-intervention instructional practices. The portfolios of evidence submitted by the teachers were thus analysed to give voice and meaning to their post-intervention instructional practices and reflections. The analyses provide evidences of which aspects of their instructional delivery worked well while other aspects did not work well. },
	keywords = {evidence portfolios, instructional practices, science education, secondary school teachers, short learning intervention programme},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.780},
	url = {http://oaji.net/articles/2020/987-1602524800.pdf},
	author = {Olugbenga A. Ige and Loyiso C. Jita}
}
@article {807,
	title = {EXAMINING THE EFFECTIVENESS OF SIMULATION-BASED LESSONS IN IMPROVING THE TEACHING OF HIGH SCHOOL PHYSICS: GHANAIAN PRE SERVICE TEACHERS{\textquoteright} EXPERIENCES},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {816-832},
	abstract = {Teacher-dominated approach is still the most adopted teaching strategy in Ghanaian high schools despite the Government of Ghana{\textquoteright}s initiatives to support technology-oriented, learner-centred and interactive teaching practices. This study examined the effectiveness of simulation-based lessons in improving the teaching of high school physics by adapting the five dimensions for meaningful learning with information and communication technology model by Howland, Jonassen and Marra (2012) as a theoretical lens. Using an explanatory case study design, eight pre-service physics teachers from the University of Cape Coast, Ghana were engaged to develop and design simulation-based physics lessons in design teams and enact these lessons among themselves in microteaching sessions. Results showed that the simulation-based lessons were effective in that the pre-service teachers{\textquoteright} teaching practices improved to be learner-centred and interactive. The results also suggested that although a combination of all the dimensions of meaningful learning was key to the effectiveness observed with each of the simulation-based lessons, the Cooperative dimension was found to possess a unique potential for sustaining the other dimensions in order to facilitate improvements in the teaching of physics with simulations.},
	keywords = {high school physics, ICT, interactive teaching, pre-service teachers, simulation-based lessons},
	issn = {1864-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.816},
	url = {http://oaji.net/articles/2019/987-1576224886.pdf},
	author = {Elizabeth Darko Agyei and Thuthukile Jita and Loyiso C. Jita}
}
