@article {858,
	title = {FINAL-YEAR PRE-SERVICE PRIMARY SCHOOL TEACHERS{\textquoteright} UNDERSTANDING OF INQUIRY-BASED-SCIENCE TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {454-466},
	abstract = {Teachers{\textquoteright} accurate understanding of Inquiry-Based Science Teaching (IBST) is crucial for the proper enactment of this pedagogical approach. In this research, a qualitative case study design was used to explore and interpret pre-service teachers{\textquoteright} understanding of IBST at the conclusion of their three-year primary diploma at a university in Swaziland. Data were collected using a semi-structured teaching scenario-based questionnaire in conjunction with individual semi-structured interviews. Thirty-four participants completed the questionnaire and eight of them were subsequently interviewed. The data were analyzed using a conceptual framework of IBST that outlines two dimensions of IBST; namely the cognitive and guidance dimensions. The results show that in the cognitive dimension, participants focused mainly on the procedural domain. With regard to the guidance dimension, they associated the pedagogical approach more with teacher-directed than learner-directed learning activities. This paper recommends that in training pre-service primary school teachers, teacher educators must broaden their focus from procedural aspects of IBST to include all its aspects; thereby developing their pre-service teachers{\textquoteright} holistic and deep experiences of IBST.},
	keywords = {IBST understanding, inquiry-based science teaching, pre-service teachers, primary school, scenario-based questionnaire},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.454},
	url = {http://oaji.net/articles/2020/987-1591087928.pdf},
	author = {Khanyisile Brenda Nhlengethwa and Nadaraj Govender and Doras Sibanda}
}
@article {702,
	title = {EFFECTIVENESS OF POLYA PROBLEM-SOLVING AND TARGET-TASK COLLABORATIVE LEARNING APPROACHES IN ELECTRICITY AMONGST HIGH SCHOOL PHYSICS STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {765-777},
	abstract = {This research reports on the effectiveness of Polya Problem-Solving and Target-Task collaborative learning approaches in electricity amongst high school physics students. It also includes a gender focus. It was an experimental research with a pre-test post-test control group design. The experimental groups were exposed to Polya Problem-Solving approach and Target-Task collaborative learning approach while the control group were exposed to conventional teaching.  A total of 180 students were selected and divided equally into three groups, 60 (male adolescent and female adolescent) each. The students were initially pre-tested, followed by teaching and learning in electricity using the treatments, and finally they were post-tested using the Performance Test in Current Electricity (PTCE). Data were analyzed quantitatively with descriptive statistics and ANCOVA, and the research hypotheses were tested at .05 alpha level of significance. The research confirmed that both the treatments, Polya Problem-Solving and Target-Task collaborative learning approaches enhanced the performance of the students based on gender and scoring abilities compared with the conventional teaching.},
	keywords = {collaborative learning, conventional teaching, gender, performance, physics students{\textquoteright}, Polya problem-solving, target-task},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.765 },
	url = {http://oaji.net/articles/2017/987-1539418165.pdf},
	author = {Ademola Olatide Olaniyan and Nadaraj Govender}
}
@article {573,
	title = {NATURAL SCIENCES JUNIOR HIGH SCHOOL TEACHERS{\textquoteright} UNDERSTANDING OF THE NATURE OF SCIENCE AND ITS IMPACT ON THEIR PLANNING OF LESSONS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {366-378},
	abstract = {An adequate understanding and classroom application of the Nature of Science (NOS) has become imperative for science teachers. Current research in senior high school science teachers{\textquoteright} understanding of NOS is extensive but junior high school natural sciences teachers{\textquoteright} understanding of NOS and planning of lessons requires further exploration. Six junior high school natural sciences teachers{\textquoteright} understandings of NOS, and how they translated their NOS understandings into lesson planning in South Africa were explored. The conceptual framework of the NOS used in this research is drawn from the seven NOS aspects of explicit and implicit teaching of NOS. Data were collected from teachers{\textquoteright} academic background questionnaires, Views of Nature of Science (VNOS(C)) questionnaires, semi-structured interviews and lesson planning documents of teachers. Data were analysed descriptively and interpretively. The findings revealed that junior high school teachers possessed inadequate understanding of NOS, and that their planning for teaching NOS was hardly influenced by their understanding of NOS aspects. The teachers{\textquoteright} work-schedules and lesson plans showed little explicit links of NOS aspects to lesson content. The research findings have implications for the preparation of lessons with NOS aspects linked to the curriculum content.},
	keywords = {junior high school teachers, lesson planning, Natural Sciences, nature of science},
	isbn = {E-ISSN 2538-7138},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.366},
	url = {http://oaji.net/articles/2017/987-1497964085.pdf},
	author = {Nadaraj Govender and Duduzile Zulu}
}
@article {505,
	title = {FRAMEWORK CATEGORIZATION OF PRE-SERVICE PHYSICS TEACHERS{\textquoteright} CONCEPTIONS OF VECTOR-KINEMATICS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {June/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {325-339},
	abstract = {Current research in physics shows that pre-service teachers have poor content knowledge in vector-kinematics. This study describes the types of categories of conceptions pre-service teachers display in vector-kinematics. Descriptive and interpretive qualitative research was conducted in which the data were concept maps from 28 third-year pre-service teacher volunteers in a physics module at a university. Participants were supported in the use of CmapTools to draw their concept maps of vector-kinematics. This study was guided by Ausubel{\textquoteright}s theory of meaningful learning which relates individuals{\textquoteright} new knowledge to relevant concepts they already possess. Framework thematic analysis revealed seven knowledge categories with differing extensiveness: two of conceptual knowledge (hierarchical and relational), three of alternative conceptions (na{\"\i}ve, lateral, ontological) and two of mixed conceptions and loose ideas. The findings showed a lack of higher level conceptual understanding of vector-kinematics. The study has implications for the teaching and learning of vector-kinematics. },
	keywords = {alternative conceptions, categories of conceptions, conceptual knowledge, framework analysis method, vector-kinematics},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.325},
	url = {http://oaji.net/articles/2016/987-1482422449.pdf},
	author = {Nadaraj Govender and Bekele Gashe Dega}
}
