Mafor Penn
Biographic Data
| ID | 9634670 |
|---|---|
| NAME | Mafor Penn |
| GIVEN NAMES | Mafor |
| FAMILY NAME | Penn |
| SIGNATURE | PENN M |
| AFFILIATIONS | University of Johannesburg |
| ORCID | 0000-0001-6217-328X |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Creating adaptive learning pathways for inquiry-based learning in school science using generative AI large language models
This article explores the potential of generative artificial intelligence (GAI) tools to create adaptive learning pathways for inquiry-based learning (IBL) science instruction. The research compares tailored pathways from ChatGPT 4.0 and Llama 3.1 for differentiated inquiry instruction in science subjects. A qualitative approach was employed using a case study design to provide thick descriptions of Pathways from ChatGPT 4.0 and Llama3.1in suppor…
Completing the progression establishing an international baseline of primary, middle and secondary students’ views of scientific inquiry
Knowledge of scientific inquiry (SI) is considered essential to the development of an individual's Scientific Literacy (SL) and therefore, SI is included in many international science education reform documents. Two previous large scale international studies assessed the SI understandings of students entering middle school and secondary students at the end of their formal K-12 science education. The purpose of this international project was to us…
South African Grade 12 Science Students’ Understandings of Scientific Inquiry
International collaborative follow-up investigation of graduating high school students’ understandings of the nature of scientific inquiry
Understandings of the nature of scientific inquiry (NOSI), as opposed to engaging students in inquiry learning experiences, are included in science education reform documents around the world. However, little is known about what students have learned about NOSI during their pre-college school years. The purpose of this large-scale follow-up international project (i.e. 32 countries and regions, spanning six continents and including 3917 students f…
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International collaborative follow-up investigation of graduating high school students’ understandings of the nature of scientific inquiry
Understandings of the nature of scientific inquiry (NOSI), as opposed to engaging students in inquiry learning experiences, are included in science education reform documents around the world. However, little is known about what students have learned about NOSI during their pre-college school years. The purpose of this large-scale follow-up international project (i.e. 32 countries and regions, spanning six continents and including 3917 students f…
South African Grade 12 Science Students’ Understandings of Scientific Inquiry
Completing the progression establishing an international baseline of primary, middle and secondary students’ views of scientific inquiry
Knowledge of scientific inquiry (SI) is considered essential to the development of an individual's Scientific Literacy (SL) and therefore, SI is included in many international science education reform documents. Two previous large scale international studies assessed the SI understandings of students entering middle school and secondary students at the end of their formal K-12 science education. The purpose of this international project was to us…
Creating adaptive learning pathways for inquiry-based learning in school science using generative AI large language models
This article explores the potential of generative artificial intelligence (GAI) tools to create adaptive learning pathways for inquiry-based learning (IBL) science instruction. The research compares tailored pathways from ChatGPT 4.0 and Llama 3.1 for differentiated inquiry instruction in science subjects. A qualitative approach was employed using a case study design to provide thick descriptions of Pathways from ChatGPT 4.0 and Llama3.1in suppor…
Education and Critical Thinking Development (3 works) · Educational Strategies and Epistemologies (3 works) · Pedagogy (3 works) · Science education (3 works) · Science Education and Pedagogy (3 works) · Mathematics education (2 works) · Political science (2 works) · Psychology (2 works) · Sociology (2 works) · Adaptive Learning (1 work)