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All Journal Research in Social Sciences and Technology
Matabane, Mogalatjane Edward
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Education

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An Exploration of Grade 12 Learners’ Misconceptions on Solving Calculus Problem: A Case of Limits Jameson, Goredema; Machaba, Masilo France; Matabane, Mogalatjane Edward
Research in Social Sciences and Technology Vol 8 No 4 (2023): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2023.34

Abstract

This case study explored Grade 12 learners’ misconceptions in limits of functions. The study aimed at understanding problems that learners face in learning the concepts of limit by analyzing misconceptions that learners have and identifying the possible sources of these misconceptions to take remedial action. An exploratory research design was adopted, and purposive sampling employed to select 35 Grade 12 learners (21 females and 14 males) who wrote a test on limits. From the 35 learners who wrote the test, five learners were interviewed guided by their written responses. Theoretically, the study was guided by the constructivism theory and used a systematic error conceptual framework to categories the learners` misconceptions according to extrinsic and intrinsic calculus misconceptions. The study sought to answer the questions: (a) What type of misconceptions do Grade 12 learners exhibit in responding to limit questions? (b) What are the possible sources of these misconceptions? The study found that Learners exhibited misconceptions on the limit concept and related symbolism. Learners who had a flawed understanding of algebraic concepts struggled to apply limits correctly. The weak foundation on algebraic skills impacted negatively on their learning of new concepts on limits. The study recommends that, educators should always check and make sure that learners have appropriate prior knowledge before the teaching of new concepts in calculus. It is recommended that that teaching and learning approaches need to be adjusted to give equal weight to both the procedural and the conceptual understanding of mathematical knowledge in learners.
Enhancing Physical Science Education: The Integration of Digital Practical Work in Teaching Electrodynamics for Experiential Learning Moloi, Mabel; Matabane, Mogalatjane Edward
Research in Social Sciences and Technology Vol 9 No 3 (2024): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2024.64

Abstract

Digital practical work (DPW) has emerged as a highly effective and indispensable component of science education, enhancing and extending traditional laboratory experiences. DPW aims to complement physical laboratory experiments, particularly those that teachers may find challenging to conduct or lack the confidence to perform. In this study, a content training workshop on electrodynamics was implemented to showcase DPW's effectiveness. The workshop was designed to equip in-service physical science teachers with the skills needed for integrating digital tools into their teaching methods. To gather comprehensive data, the study utilized video recordings, discussions, and evaluation reports, providing rich qualitative evidence of DPW's effectiveness. These methods captured teachers' understanding of electromagnetic concepts, their experiences, and their perceptions of DPW. The findings revealed that DPW significantly enhanced teachers' knowledge of electrodynamics and their awareness of effective digital pedagogy. The study strongly recommends integrating DPW into physical science teaching, particularly when traditional laboratory work is impractical. Unlike conventional teaching that merely transmits information, physical science education requires hands-on, practical observation to support theoretical concepts and promote meaningful learning. DPW bridges this gap, ensuring that students receive a robust and engaging science education, regardless of the constraints of the physical laboratory environment.
Co-Authors Jameson, Goredema Machaba, Masilo France Moloi, Mabel