dc.contributor.author |
Matoti, S.N. |
|
dc.contributor.author |
Lekhu, M.A. |
|
dc.contributor.other |
Central University of Technology Free State Bloemfontein |
|
dc.date.accessioned |
2015-09-07T09:04:18Z |
|
dc.date.available |
2015-09-07T09:04:18Z |
|
dc.date.issued |
2008 |
|
dc.date.issued |
2008 |
|
dc.identifier.issn |
1684498X |
|
dc.identifier.uri |
http://hdl.handle.net/11462/392 |
|
dc.description |
Published Article |
en_US |
dc.description.abstract |
An exploratory study was conducted to investigate firstly, the contextual problems first-year university students experienced at their respective schools and secondly, the subject related-problems that they could be bringing to science classes and which could later affect their understanding of science concepts. The study is grounded in constructivism. A questionnaire was administered to all the 2007 First-year B.Ed (FET) Natural Science students at the Central University of Technology, Free State. The contextual problems identified by respondents included school, educator, examiner and student-related problems. Subject specific problem areas were identified in biology, chemistry and physics. The paper also reports on the preliminary results of some teaching interventions implemented in the three subjects. A Force Concept Inventory (FCI) test was administered to the physics students, and a concept test for chemistry group. Concept mapping as a teaching and learning strategy has been introduced in biology classes. Further research continues on the effectiveness of these interventions. |
en_US |
dc.format.extent |
151 721 bytes, 1 file |
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dc.format.mimetype |
Application/PDF |
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dc.language.iso |
en_US |
en_US |
dc.publisher |
Interim : Interdisciplinary Journal, Vol 7, Issue 2: Central University of Technology Free State Bloemfontein |
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dc.relation.ispartofseries |
Interim : Interdisciplinary Journal;Vol 7, Issue 2 |
|
dc.subject |
Transition |
en_US |
dc.subject |
Science Education |
en_US |
dc.subject |
Constructivism |
en_US |
dc.subject |
Prior learning |
en_US |
dc.subject |
Concept development |
en_US |
dc.title |
Problems first-year university students bring to science classes and implications for teaching and learning |
en_US |
dc.type |
Article |
en_US |
dc.rights.holder |
Central University of Technology Free State Bloemfontein |
|