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Electrochemical reduction of CO2 in a zero-gap electrolyzer cell on a metal molecular electrocatalyst
(Wiley, 2025-08) Ndlangamandla, Simphiwe; Radhakrishnan, Shankara Gayathri; shankara.radhakrishnan@up.ac.za
Please read abstract in the article.
Enhancing conceptual teaching in organic chemistry through lesson study : a TSPCK-Based approach
(De Gruyter, 2025-04) Ndlovu, Bongani Prince; Nsele, Sphesihle Winile; Khoza, Hlologelo Climant
Conceptual teaching in science education and its implications for pedagogical research have been extensively studied. Likewise, lesson study (LS) has been recognized as a powerful tool for continuous professional development and effective teaching practices. Despite the recognized importance of LS and the affordances of topic-specific PCK (TSPCK) in developing conceptual teaching, the connection between these two approaches in fostering conceptual teaching, remains under-explored within science education. This study aims to explore the development of a conceptual teaching from the dynamic interplay of TSPCK components for teaching a section of organic reactions through a TSPCK-based LS. A qualitative research approach was followed with four teachers from Umkhanyakude district in KwaZulu-Natal. These teachers participated in a TSPCK-based LS to develop a conceptual teaching strategy using Content Representation (CoRe). The findings revealed that teachers progressed from a basic to a developing level of conceptual teaching expertise through LS, as measured by TSPCK component interaction. While the findings are not generalizable, they offer valuable insights into teacher development, highlighting LS as an effective approach for enhancing conceptual teaching in science. This study concludes by recommending large-scale research exploring the role of reflection and feedback during LS in developing conceptual teaching within TSPCK interventions.
Probing the inhibitory potential of halogenated symmetrical formamidine against MAO-A and MAO-B : structural elucidation, molecular dynamic simulation and DFT computational studies
(Wiley, 2025-10) Oladipo, Segun D.; Luckay, Robert C.; Olalekan, Samuel O.; Badeji, Abosede A.;; Yusuf, Tunde Lewis; Adeleke, Adesola A.; Matinise, Nonkosi
Please read abstract in the article.
CO conversion to liquid fuel over a bi-functional Co/H-ZSM-5 catalyst: effect of support desilication and catalyst promotion
(Taylor and Francis, 2025) Mudau, Tsireledzo L.; Sadare, Olawumi Oluwafolakemi; Iwarere, Samuel Ayodele; Daramola, Michael Olawale; michael.daramola@up.ac.za
Please read abstract in the article.
The perspectives of healthcare professionals regarding interprofessional collaboration among three tertiary hospitals in the Tshwane district, Gauteng
(Elsevier, 2025-12) Magida, Nontembiso; Hellberg, Kirsten; Kotze, Charmari; Mathume, Kgopotso; Molapo, Thuto; Moolman, Lara; Schoeman, Bianke; Graham, Marien Alet; nontembiso.magida@up.ac.za
Healthcare professionals' perspectives on interprofessional collaboration differ, although structured organisational environments and professional relationships remain essential for quality healthcare. We aimed to determine healthcare professionals' perspectives regarding interprofessional collaboration in tertiary hospitals in Gauteng, South Africa. Healthcare professionals older than 18 participated in this cross-sectional survey, conducted in Tshwane district. Snowball sampling recruited registered healthcare professionals who worked more than a week at the participating hospitals. A Google link with a consent form and questionnaire was shared with departmental heads to share with their co-workers; 77 people completed the questionnaires. All ethical principles were followed. Statistical Package for Social Science version-27 analysed data. A five-point Likert scale determined perspectives of healthcare professionals’ level of collaboration. A signed-rank test determined the significant difference between hospitals' personal and organisational factors. The participants perceived personal relationships among healthcare professionals as better than the organisational environment in interprofessional collaboration. The organisational environment requires improvement for better collaboration.