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African Journal of Research in Mathematics, Science and Technology Education Volume 11, 2007 - Issue 1
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Original Articles

Some factors influencing the quality of practical work in science classrooms

Annemarie HattinghUniversity of Pretoria, South Africa
,
Colleen AldousUniversity of KwaZuluNatal, South Africa
&
John RoganUniversity of KwaZuluNatal, South Africa
Pages 75-90 | Published online: 20 Aug 2013

Citations (16)

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Bronia Roxane Vollebregt, Estelle Gaigher & Coréne Coetzee. (2021) Development of Science Teachers’ PCK About Waves Through Training in the Use of the Ripple Tank Apparatus. African Journal of Research in Mathematics, Science and Technology Education 25:1, pages 12-26.
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Baraka Gaitan Luvanga & Selina Thomas Mkimbili. (2020) Views on Inquiry-based Chemistry Teaching Practice: Linking Contextual Challenges and Specific Professional Development Needs in Some Tanzanian Schools. African Journal of Research in Mathematics, Science and Technology Education 24:3, pages 400-410.
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Angela Elisabeth Stott. (2019) The Efficacy of an Extracurricular Inquiry Programme on Grade 8 and 9 South African Low Quintile Learners’ Science Learning. African Journal of Research in Mathematics, Science and Technology Education 23:2, pages 157-168.
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Fungisisai Chani, Kenneth Mlungisi Ngcoza, Charles Chikunda & Joyce Sewry. (2018) Exploring the Mediation of Learning of Chemical Equilibrium to High-achieving Students in a Selected Senior Secondary School in Namibia. African Journal of Research in Mathematics, Science and Technology Education 22:3, pages 287-296.
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Selina Thomas Mkimbili, Dijana Tiplic & Marianne Ødegaard. (2017) The Role Played by Contextual Challenges in Practising Inquiry-based Science Teaching in Tanzania Secondary Schools . African Journal of Research in Mathematics, Science and Technology Education 21:2, pages 211-221.
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Umesh Ramnarain & Paul Hobden. (2015) Shifting South African learners towards greater autonomy in scientific investigations. Journal of Curriculum Studies 47:1, pages 94-121.
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Estelle Gaigher, Norman Lederman & Judith Lederman. (2014) Knowledge about Inquiry: A study in South African high schools. International Journal of Science Education 36:18, pages 3125-3147.
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Umesh Dewnarain Ramnarain. (2010) Grade 9 science teachers' and learners' appreciation of the benefits of autonomous science investigations. Education as Change 14:2, pages 187-200.
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Umesh Ramnarain. (2010) A report card on learner autonomy in science investigations. African Journal of Research in Mathematics, Science and Technology Education 14:1, pages 61-72.
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Anthony Lelliott, Willy Mwakapenda, Meg Doidge, Jacques du Plessis, Michael Mhlolo, Audrey Msimanga, Fhatuwani Mundalamo, Mpunki Nakedi & Lynn Bowie. (2009) Issues of Teaching & Learning in South Africa: A disjunction between curriculum policy and implementation. African Journal of Research in Mathematics, Science and Technology Education 13:sup1, pages 47-64.
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Jill Adler, Craig Pournara, Dale Taylor, Barbara Thorne & Grace Moletsane. (2009) Mathematics and science teacher education in South Africa: A review of research, policy and practice in times of change. African Journal of Research in Mathematics, Science and Technology Education 13:sup1, pages 28-46.
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Articles from other publishers (5)

Anna Elizabeth Du PlessisAnna Elizabeth Du Plessis. 2020. Out-of-Field Teaching and Education Policy. Out-of-Field Teaching and Education Policy 305 342 .
Mafor Penn & Umesh Ramnarain. (2019) South African university students’ attitudes towards chemistry learning in a virtually simulated learning environment. Chemistry Education Research and Practice 20:4, pages 699-709.
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Pio Mupira & Umesh Ramnarain. (2018) The effect of inquiry-based learning on the achievement goal-orientation of grade 10 physical sciences learners at township schools in South Africa. Journal of Research in Science Teaching 55:6, pages 810-825.
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Sydney Mothokwa, Estelle Gaigher, Elize Randall†Melanie Moen. (2017) Praktiese lesse in natuurwetenskap: 'n Gevallestudie. Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 36:1.
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Oscar KoopmanOscar Koopman. 2017. Science Education and Curriculum in South Africa. Science Education and Curriculum in South Africa 141 163 .

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