Research Articles (Science, Mathematics and Technology Education)
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Item Integrating educational technology in the delivery of design-based courses at a technical teachers' college in Zimbabwe(Universitas Pendidikan Indonesia, 2024-12-02) Goredema, Rachel; Masina, Rumbidzayi; Chinengundu, TawandaEducational Technology became vital in the teaching and learning process, particularly during the Covid-19 era. However, a host of challenges associated with the integration of ET in the teaching and learning process were unearthed. This study sought to establish the extent to which Educational Technology was integrated into the teaching and learning of Design-based subjects at the diploma level during the COVID-19 pandemic and to explore strategies that can be adopted to improve the quality of teaching andlearning in teacher education in times of crises. The study employed a qualitative approach methodology utilising a case study research design. A sample of five lecturers and twenty students was purposively selected. Data were analysed thematically. Results revealed that lecturers have adequate content knowledge about the design-based subjects which they teach but do not have sufficient technological and pedagogical knowledge. The study recommends in-service training of lecturers to effectively use educational technology in teaching processes.Item Development of a conditional generative adversarial network model for television spectrum radio environment mapping(Institute of Electrical and Electronics Engineers, 2024-12) Dare, Oluwatobi E.; Okokpujie, Kennedy; Adetiba, Emmanuel; Idowu-Bismark, Olabode; Abayomi, Abdultaofeek; Kala, Raymond Jules; Owolabi, Emmanuel; Ukpong, Udeme C.To efficiently use the finite wireless communication resource (radio spectrum), a Radio Environment Map (REM) is needed to monitor, analyse and provide rich awareness of spectrum activities in a radio propagating environment. REM shows radio coverage metrics in a geographical region. A REM construction model with few constraints and optimal performance is needed to better support cognitive radio for dynamic spectrum sharing (DSS) and other benefits of REM. This study aims to estimate fine-resolution REM from sparse radio signal strength measurement. In this study, we utilised conditional generative adversarial network (CGAN) to create a television spectrum radio environment map in order to improve cognitive television white space (TVWS) radio performance in real-time propagation environments. Measurement campaign was carried out to acquire a TV-band (470-862MHz) radio frequency and geographical dataset at Covenant University, Ota, Nigeria. A preprocessing procedure which was implemented with Python script was employed to group the dataset using Nigerian Communications Commission TV spectrum channel spacing and to create incomplete spectrograms for 49 channels. Xgboost, SVM, and kriging variogram models were explored to generate ground truth datasets for the CGAN model training, and the best algorithm was employed. A CGAN REM model was developed using U-Net as a generator and PatchGan as a discriminator. The U-Net generator is a 3-channel input, 16-layer architecture while the PatchGan discriminator is a 6-channel input, 7-layer architecture. The model performance was evaluated using mean square error (MSE) and mean absolute error (MAE). 12 different experiments were carried out varying the training parameters of the CGAN architecture to obtain an optimal model. The achieved root mean square error (RMSE) is 0.1145dBm and MAE is 0.0820dBm, which shows the deviation between the ground truth and the generated REM. This low deviation means that the proposed CGAN REM model possesses an improved accuracy in predicting the spectrum activities within the television spectrum which is considered appropriate for DSS technology. This study also revealed that 41 channels within TV-band in Covenant University are totally unoccupied.Item Swallowing and oral-sensorimotor characteristics in a sample of young hospitalised children with severe acute malnutrition(Wiley, 2025-05) Eslick, Casey Jane; Kritzinger, Alta M. (Aletta Margaretha; Graham, Marien Al; Kruger, EsedraAIM : To describe swallowing and oral-sensorimotor characteristics in a sample of young hospitalised children with severe acute malnutrition (SAM). METHODS : The Schedule of Oral-motor Assessment was used to compare oral-sensorimotor skills of 45 hospitalised patients with SAM (M = 15.98 months; SD = 8.03), to pairwise-matched controls (M = 15.96 months; SD = 8.08). Participants were matched for age, gender, TB, HIV-status, socio-economic status including maternal education, paternal employment, housing and transport access. Caregivers reported demographic information, feeding practices and behaviours during feeding. RESULTS : In comparison to controls (n = 6; 13.3%), participants with SAM (n = 25; 55.6%) presented with significantly more oral-sensorimotor difficulties (p < 0.001), across all consistencies except liquids from the trainer cup and bottle. Difficulties included jaw opening and stabilisation, tongue and lip control for chewing, bolus formation and transport, sustained bite and uncoordinated swallowing. Delayed sitting development significantly correlated with uncoordinated swallowing and head extension on puree and cup drinking, and multiple swallows on puree and semi-solids. Force-feeding and slow swallow initiation in semi-solids significantly correlated. Disruptive feeding behaviours and higher levels of food refusal at the beginning of meals were reported. Clinical signs of aspiration were identified. CONCLUSIONS : Oral-sensorimotor dysfunction and possible aspiration were observed in 55.6% of participants with SAM. Safe swallowing function for overall health and nutritional recovery is emphasised. Under-identification of oral-sensorimotor difficulties, lack of referral to speech-language therapists and disruption to continuity of care warrants further research.Item Utilizing the power of cooperative learning to teach controversial topics such as genetically modified organisms(University of California Press, 2024-05) Abrie, Amelia L. (Mia); mia.abrie@up.ac.zaSome topics are controversial and, as a consequence, difficult to teach. I describe a cooperative teaching and learning strategy that combines the “Jigsaw method” with the “Six thinking hats” of de Bono. This allows students to work together in expert groups while investigating the topic from different perspectives. Students then provide feedback to each other, where all perspectives are shared in the home group.Item Developing student heuristic characterizations to help them “Bond” with organic chemistry(University of California Press, 2024-03) Mirkin, Philip JoshuaThe volume of content and abstract nature of organic chemistry is challenging and potentially intimidating for students. I describe a strategy for facilitating student development of heuristic tools for engaging with the subject. By using experimental and researched data on carbon, oxygen, nitrogen, and hydrogen, the bulk chemical elements of organic chemistry, my students were encouraged to develop a “character reference” for each. The heuristics of characterization enabled them to relate more easily and engage more creatively with the work, including when working with complex organic molecules later on. I used this approach when teaching carbohydrates, alcohols, fats and proteins to 12- to 14-year-old students.Item Dysfluencies in a multilingual speaker : a case study(Universidad de Castilla la Mancha, 2025-02) Nel, Talitha; Geertsema, Salome; Le Roux, Mia; Graham, Marien Alet; Abdoola, ShabnamResearch involving a multilingual person who clutters and stutters in Bantu languages is limited. Our aim was to describe the dysfluencies of a multilingual person with dysfluencies across and within Sepedi, Afrikaans, and South African English (SAE). A single multilingual adult participant with a persistent mild stuttering and moderate cluttering pattern participated. A mixed-method cross-sectional design was implemented. Perceptual analysis was used to study stuttering-like dysfluencies (SLD) and cluttering-like dysfluencies (CLD) across and within the three languages. The results revealed that the most prevalent SLD in all three languages was the repetition of part words. The repetition of whole words was the most prevalent CLD. The plosive /d/ sound represented the highest occurrence and resulted in repetitions of sounds across and within Afrikaans and SAE. There were no repetitions of sounds in Sepedi, but three repetitions of the syllable /se-/ occurred. Future research is recommended to include a bigger sample size, and other Bantu languages should also be considered.Item Inquiry-based science education : tools for supporting the design of schoolteacher professional development programs(Modestum, 2025-03) Akuma, Fru Vitalis; Koenen, Jenna; fruvitalis.akuma@up.ac.zaFor many teacher educators, designing programs to assist pre- and in-service teachers in implementing inquiry-based science education (IBSE) in school classrooms is a complex and challenging task. However, applicable teacher professional development (TPD) frameworks are rare. Thus, the goal of the presented educational design research was to yield a TPD framework, called the ProDevInq framework, and a set of underlying design principles (DPs). These TPD design tools are based on seven components from the science TPD literature. The components include a learning theory, goal, learning strategy, and instructional design model. We generated the DPs based on a systematic review of the relevant literature. After screening the principles based on hallmarks from the literature on what makes science TPD effective, we could synthesize the ProDevInq framework. The resulting TPD design tools have theory-, practice-, and research-related implications in supporting the implementation of IBSE worldwide.Item Not liking the Likert? A Rasch analysis of forced-choice format and usefulness in survey design(Sage, 2024-10) Combrinck, Celeste; celeste.combrinck@up.ac.zaWe have less time and focus than ever before, while the demand for attention is increasing. Therefore, it is no surprise that when answering questionnaires, we often choose to strongly agree or be neutral, producing problematic and unusable data. The current study investigated forced-choice (ipsative) format compared to the same questions on a Likert-type as a viable alternative. An established motivation questionnaire was administered in two versions, forced-choice and Likert-type, to 1088 first-year engineering students. Descriptive, non-parametric statistics and Rasch measurement models were applied to assess usefulness, validity and reliability. Results: The ipsative version had a higher response rate, less missing data, and the motivations emerged more clearly. Evidence for the reliability and validity of the forced-choice version was excellent. The forced-choice format is recommended as an alternative to the Likert types when collecting human or social survey data.Item Teacher resilience in South Africa : the self-efficacy and teacher efficacy of pre-service teachers preparing to teach in a challenged context(Edith Cowan University, 2025-03) Jonker, Carine; Graham, Marien Alet; Ebersohn, L. (Liesel)This publication addresses a gap in high-quality, quantitative studies on teacher resilience within the less-researched context of the Global South. Specifically, it examines the self-efficacy and teacher efficacy of three cohorts of final-year pre-service teachers in South Africa (N = 1,193). This article aimed to contribute evidence on teacher resilience from an under-researched African context and population. Despite contextual challenges, the pre-service teachers indicated high intrapersonal resilience-enabling pathways, with a statistically significant relationship between their self-efficacy and teacher efficacy. The authors propose an evidence-based framework of how high levels of self-efficacy and teacher efficacy may enable prospective teachers to teach despite chronic and cumulative challenges. Few teacher resilience studies exist in the Global South and South Africa, and this study contributes to the body of literature in this field and hopes to promote place-based (e.g., Global South) research through contextual lenses to provide necessary needed evidence for teacher resilience.Item Onderwysers se oortuigings, onderwysers se selfdoeltreffendheid, onderriggehalte en onderrigklarigheid : die verband met Suid-Afrikaanse leerders se wiskundeprestasie(LitNet, 2024-10) Graham, Marien AletAFRIKAANS : Die studie het ten doel om ons begrip van die verhouding tussen onderwysers se oortuigings, selfdoeltreffendheid, onderriggehalte en onderrigklarigheid, en graad 9- Suid-Afrikaanse leerders se wiskundeprestasie te verbreed. Die studie het ’n unieke invalshoek deurdat die onderwerp benader word vanuit die sosiale kognitiewe teorie (Bandura 1986), wat fokus op die wederkerige interaksie tussen persoonlike faktore (soos oortuigings en selfdoeltreffendheid), omgewingsinvloede (soos onderriggehalte) en gedrag (soos wiskundeprestasie). ’n Multivlakanalise met wiskundeprestasie as die afhanklike veranderlike en 15 voorspellers is uitgevoer, terwyl sosio-ekonomiese status en geslag beheer is. ’n Sekondêre data-ontleding met behulp van Trends in International Mathematics and Science Study (TIMSS) se 2019-data is gedoen deur ’n kwantitatiewe benadering te gebruik. Die resultate toon dat onderwysers se voorbereidingstyd ’n sleutelvoorspeller van wiskundeprestasie is, wat die noodsaaklikheid van verbeterde voorbereiding en beplanningsgeleenthede beklemtoon. Beleidmakers en belanghebbendes behoort dit te oorweeg om geteikende opleidingsessies vir onderwysers aan te bied. Hierdie programme kan fokus op effektiewe voorbereidingstegnieke, soos die optimalisering van kurrikulumbronne en die integrasie van tegnologie om lesbeplanning te vaartbelyn. Deur geteikende opleiding te bied, kan opvoeders hul voorbereidingspraktyke verbeter, wat tot verbeterde onderrig- en leergehalte sal lei. Ouers se druk op onderwysers is ook geïdentifiseer as ’n beduidende voorspeller van wiskundeprestasie, wat die belang van ouerlike betrokkenheid beklemtoon. Dit onderstreep die behoefte aan beleide wat ouerlike betrokkenheid by skoolverwante aktiwiteite aanmoedig. Daar is ook gewys op die vooruitgang sedert die implementering van die Suid-Afrikaanse Skolewet van 1996, wat die rol van ouerskap in opvoeding benadruk. Om die potensiaal van hierdie beleidsmaatreëls te ontsluit, word daar aanbeveel dat beleidmakers strategieë implementeer om ouers aktief by skoolaktiwiteite te betrek deur verslae te vereis en inligtingsbronne te versprei. Hierdie samewerkingspogings sal uiteindelik bydra tot ’n meer omvattende opvoedkundige omgewing en verbeterde akademiese uitkomste vir leerders.Item Beskrywing van fonologiese patrone by Afrikaanse kinders van 24 tot 72 maande(LitNet, 2024-02) Du Plessis, Simone; Le Roux, Mia; Geertsema, Salome; Graham, Marien AletAFRIKAANS : Alhoewel Afrikaans een van 12 amptelike tale in Suid-Afrika is, is daar slegs beperkte inligting oor fonologiese ontwikkeling. Hierdie ondersoek verskaf ’n waardevolle bydrae tot die ontwikkeling van fonologiese patrone (FP’s) by 24–72 maande oue kinders in die Afrikaanse bevolking. Daarbenewens lewer die navorsing ook kommentaar op die verskille in die voorkoms van FP’s tussen seuns en dogters. Die rasionaal het ingesluit die verskaffing van bewysgebaseerde riglyne en data vir die beskrywing van FP’s aan spraakterapeute. Die navorsingsvraag is: Wat is die kenmerkende beskrywing van ’n fonologiese patroon by ’n Afrikaanse eerstetaalspreker in die ouderdomsgroepe 24–72 maande? Tot op datum het geen ander navorsingsondersoeke die verskynsel van FP’s by Afrikaanssprekende kinders geëvalueer nie. Geen normatiewe data is voorheen ingesamel om die voorkoms van FP’s binne die Afrikaanssprekende groep of die verskille tussen seuns en dogters te bepaal nie. Die doel was om FP’s in die Afrikaans eerstetaalsprekende kind in die ouderdomsgroepe 24–72 maande te bepaal en te beskryf. Die ondersoek het ’n retrospektiewe, beskrywende navorsingsontwerp gebruik en in totaal 147 deelnemers ingesluit. Hierdie retrospektiewe ondersoek het voorheen versamelde elektroniese oudio-opnames van die navorsing deur Pringle, Le Roux, Geertsema e.a. (2022) gebruik. Twaalf deskundige spraakterapeute was deel van die data-ontledingsprosedures om FP’s binne die data te bepaal. Vyf luisteraarspanele is vir die ontledingsprosedures op die been gebring, waarna statistiese ontledings gedoen is om gevorderde resultate te bepaal. Alle patrone het na 72 maande voortgeduur, behalwe die aanvanklike konsonantstemgewing en vokalisasie, wat ten volle uitgeskakel is. Die approksimasie van die trilklank /r/ en die lateraal /l/ het die hoogste voorkoms getoon en daar is beduidende verskille tussen die prestasies van seuns en dogters gevind. Resultate het aan die lig gebring dat eerstetaal-Afrikaanssprekende kinders verskillende voorkomssyfers vir spesifieke FP’s toon as ander kinders van dieselfde ouderdom in ander tale.Item Students' 'looking back' in solving algebraic word problems(Universitas Jambi, 2024-04-30) Iilonga, Hesekiel Kaukolwa; Ogbonnaya, Ugorji Iheanachor; ugorji.ogbonnaya@up.ac.zaSolving mathematics problems is a complex cognitive process that involves a series of steps. These steps typically include understanding the problem, devising a plan, carrying out the plan, and looking back (checking the solution). While each of these steps is crucial, the ‘looking back’ step has not received much attention in mathematics education research. This study investigated Grade 10 mathematics students’ looking back in solving algebraic word problems in Namibia. The study followed a qualitative approach. The sample of the study was 351 Grade 10 students from ten secondary schools in the Ohangwena Region in Namibia. Data was collected using the Algebra Word problem-solving Achievement Test and Interview. The results show that, in general, the students did not look back on their solutions to the algebraic word problem. While some students indicated that looking back necessitates the consolidation of their work, others said looking back on their solutions could be time-wasting and confusing. These findings point to the need for mathematics teachers in Namibia to incorporate and model the looking-back step of mathematical problem-solving in their mathematics teaching.Item Unpacking experienced and novice science teachers’ understandings of teacher talk in whole class discussions(Routledge, 2025) Khoza, Hlologelo Climant; Magadlela, Nomhle; climant.khoza@up.ac.zaWhile there is a vast literature arguing that teacher talk in whole class discussions is a determinant of quality science teaching, teachers’ understanding of enacting teacher talk is under-researched. Using teacher cognition as a theoretical lens, the purpose of this study was to explore how experienced and novice science teachers in South Africa understand teacher talk in whole class discussions. Multiple case-study design was adopted and data was collected from thirteen science teachers through interviews. Six of these teachers were considered novices and seven were considered experienced. A thematic analysis approach was used to make sense of the data. The teachers’ nature of understanding was further categorised into authoritative, constructivist and transitional. A notable finding is that the majority of novice teachers displayed a constructivist profile while a majority of experienced teacher displayed an authoritative profile. Novice teachers seemed to understand a larger variety of ways to enact talk in whole class discussions regardless of their nature of understanding as compared with experienced teachers. However, the experienced teachers understanding revealed a distinct factor that influences talk, i.e. the sociolinguistic factor. In contrast, the novice science teachers emphasised their content knowledge as a contributing factor to teacher talk. We conclude that since the quality of science teaching is dependent on teacher talk, continued professional development to strengthen teacher talk is not only to be targeted at novice teachers but also at experienced teachers.Item A quest to nurture creativity in technology classrooms : are physical factors a spanner in the works?(OpenED Network, 2024-09) Magolego, Maokanyane Patricia; Mtshali, Isaaac Thokozani; Manto, Ramaligela SylviaNurturing creativity in Technology classrooms will, potentially, prepare learners for adaptability to the sweeping transformations that the new industrial revolutions portend and equip them to maximise the opportunities inherent in these revolutions. This study examined the effects of physical factors on the development of creativity in Grade 9 Technology classrooms. A qualitative research design was employed to purposively sample three Grade 9 Technology teachers to participate in this study. Open-ended questionnaires and non-participant observations were used as the methods of data collection for the study and the data were analysed thematically. The research findings show that creative pedagogy and the resultant development of creativity in the classroom, to a significant extent, are influenced by physical factors – class size and availability of Technology equipment. The study contributes to the body of knowledge by outlining how unfavourable physical conditions hinder the development of creativity skills in Technology classrooms, which is a core objective of the Curriculum Assessment Policy Statement (CAPS) guiding Technology education in South Africa. The study outlines the importance of a conducive learning environment to the quest to enhance learners’ creativity. Furthermore, the study recommends solutions to the paucity of resources for the enhancement of creativity in the Technology classrooms.Item Context in geometry in secondary school mathematics textbooks(Babes-Bolyai University, Cluj-Napoca, 2024) Mthethwa, Halalisani Mzomuhle; Ogbonnaya, Ugorji Iheanachor; Van Putten, Sonja; sonja.vanputten@up.ac.zaMathematics textbooks are commonly considered to be tools for efficient teaching and implementing change in mathematics classrooms worldwide, helping teachers to teach and learners to learn. When the content as described in the curriculum is not faithfully and relevantly represented in textbooks, learners’ opportunity is limited. Against this background, opportunity to learn Euclidean geometry was investigated by scrutinising four Grade 11 mathematics textbooks used in South African schools, using deductive content analysis. The Kurz Opportunity to Learn (OTL) Model was the theoretical foundation focusing on content coverage and the quality of tasks. In this paper, the embedding of context within geometry questions is investigated as one of the criteria in judging the quality of tasks. The study revealed that although the four textbooks covered almost all the Euclidean geometry topics in depth, contextualisation was absent, despite its ability to improve learners’ problem recognition, interpretation and understanding abilities. All the questions were intra-mathematical. With the use of contextualised tasks, possibly the real world can enter the mathematics classroom, so that the age-old learner question, “Why am I doing this?” may be answered with a demonstration of relevance.Item Investigating measurement invariance in PIRLS 2021 across English and isiZulu language groups(AOSIS, 2024-03-20) Mthimkhulu, Sinethemba; Roux, Karen; Mihai, Maryke Anneke; u21727393@tuks.co.zaBACKGROUND: PIRLS 2021 results revealed that South African Grade 4 learners performed significantly lower compared to other countries in reading comprehension and that they did not reach the standardised international mean score of 500. It was also evident from the results that English learners performed relatively higher than isiZulu learners. OBJECTIVE: This study was initiated to investigate whether possible measurement invariance can help explain the difference in the scores of English and isiZulu learners. Measurement invariance is concerned with the metric and functional equivalence of the items in the two languages examined. METHOD: A quantitative approach was utilised to reanalyse the PIRLS 2021 numerical data sets. Descriptive statistics were used to analyse the mean and raw scores. Rasch analysis was conducted to look for any Differential Item Function (DIF) in the items. RESULTS: Statistics revealed that there is a significant difference in the mean scores of the two languages. Analysis of raw scores provided evidence that some of the items lacked metric equivalence. Rasch analysis displayed that some of the items lacked functional equivalence. CONCLUSIONS: The significant difference found in the scores implies that Grade 4 learners need more attention mastering the skill of reading literacy. The lack of metric and functional equivalence suggests that items in the passages need to be investigated and improved. CONTRIBUTIONS: This study has contributed to the International Large-Scale Assessment literature specifically relating to the equivalence of ILSA across languages. A significant gap in the learners’ scores was identified and measurement invariance helped explain the gap in the learners’ reading scores.Item Exploring teachers’ use of technological pedagogical knowledge in teaching subjects in rural areas(Informing Science Institute, 2024) Molotsi, Abueng; Van Wyk, Mari; mari.vanwyk@up.ac.zaAIM/PURPOSE : The current study explored how Technological Pedagogical Knowledge (TPK) influences teachers’ delivery of subject content. BACKGROUND : The potential value of Fourth Industrial Revolution (4IR) devices is lost if teachers do not integrate them into their instructional practices. Technological Pedagogical Knowledge is one of the components of Technological Pedagogical and Content Knowledge (TPACK), and it can assist teachers in providing learn-ers with the best classroom learning environment while integrating digital de-vices in the delivery of lessons. METHODOLOGY : The descriptive qualitative multiple case study was conducted at five secondary schools in the rural Bojanala District. Five teachers from five schools voluntarily participated in semi-structured interviews and a document analysis. The thematic analysis of the collected data informed the results of this study. CONTRIBUTION : This study contributes to the identification and exploration of the role of TPK in enhancing the integration of 4IR devices into rural secondary schools’ in-structional practices. FINDINGS : The study reveals the limited integration of digital devices in teaching due to a lack of infrastructure, a lack of comprehensive understanding of TPK, and the absence of information and communication technologies (ICT) policies at the school level. By analyzing existing policies (or the lack thereof), the study could explain the disconnect between the integration of TPK.Item Exploring student experiences of learning chemistry using holism evolution infused poetry(Springer, 2024-02) Mirkin, Philip Joshua; philip.mirkin@up.ac.zaHolism evolution states that although energy, matter, life, consciousness and the human personality are independent and different substances/levels of evolution, they are holistically and intimately related. This paper presents the findings from teaching chemistry to high school science students and post-graduate university science-education students using poetry constructed from physical science ideas embedded in holism evolution. The research findings are based on observations of student behaviour and their written feedback from being taught chemistry using poems on the periodic table and acids and bases. Both poems demonstrate the holism intimacy between various substances/levels of evolution, with the periodic table poem also presenting groups of chemical elements as representing the characteristics of infant, teenager, adult and old age of matter, presenting a holistic relationship between matter and life. The findings indicate that using holism evolution-infused content led to a personally meaningful engagement with chemistry even among students with limited previous interest in the subject. Many post-graduate students expressed new levels of engagement with chemistry as well as new insights to enliven their teaching practice.Item The impact of tablet devices on English teaching in intermediate-phase classrooms(Forum Komunikasi Dosen Peneliti, 2024-03) Lowel, Jordan; Chinengundu, TawandaResearch shows that mobile computing like iPads and tablets has gained popularity in classrooms. While prior research has explored technology in education broadly, this study specifically focuses on the impact of tablets on English language teaching within the intermediate phase. The study was underpinned by the Technological Pedagogical Content Knowledge model. A qualitative approach was employed in this study for contextual inquiry, enabling a deeper understanding of the impact of tablet integration on English teaching and learning. The sample for this research consisted of five teachers selected through convenience sampling. These participants taught English within the intermediate phase at schools in Mpumalanga province, South Africa. Semi-structured interviews with open-ended questions were used to inquire educators about their teaching methods, challenges, and how tablets have affected student learning. Data were analyzed by developing themes. The findings of the study revealed that tablet integration led to improvements in pedagogical practices, and increased student engagement. However, challenges such as limited technological infrastructure, the need for teacher training, and the potential for tablets to introduce distractions and hinder critical thinking among students were established. We argue that to be effective, tablet integration requires equitable access, curricular knowledge, teaching methodologies, technological skills, and individualized learning for every student.Item Exploring the rationale for lesson design as a tool for developing and evaluating science pre-service teachers’ topic-specific pedagogical content knowledge(University of KwaZulu-Natal, 2024) Khoza, Hlologelo Climant; climant.khoza@up.ac.zaThe primary goal of initial teacher education programmes is to develop pre-service teachers’ pedagogical content knowledge (PCK). In science education, there have been calls for programmes to help pre-service teachers develop this knowledge at a topic-specific level. In this study, I investigated how lesson planning using a specific guideline called the rationale for lesson design (RfLD) can be used as a tool to develop science preservice teachers’ topic-specific pedagogical content knowledge (TSPCK). This study is positioned within the collective PCK realm of the refined consensus model of PCK and the five components of TSPCK. The participants were six third-year Life Sciences pre-service teachers. Data were collected through lesson plans on the topic of evolution and narrative interviews. A 4-point scale rubric was adapted to score the quality of preservice teachers’ PCK in terms of the five components of TSPCK in each section of the RfLD. Results indicate that the pre-service teachers showed higher levels of PCK especially, in terms of learner prior knowledge and curricular saliency. I argue these scores can be attributed to the RfLD guidelines. I recommend that science preservice teacher programmes need to expose students to this guideline as a way of developing their PCK in teaching methodology modules. Furthermore, I argue for the value of the RfLD in tracking pre-service teachers’ PCK.