Prof M Potgieter

Tel:      +27 (0)12 420-6472
Email:  [email protected]
Office:  Agric Sci, Room 2-31

Position: Deputy Dean: Teaching and Learning (NAS)
Academic qualification: PhD (University of Illinois, USA).
 

Research interests

The primary focus of my research is effective teaching of chemistry at tertiary level. As one of the basic sciences, chemistry underpins all of the natural and agricultural sciences, health sciences and engineering. South Africa faces serious challenges in the teaching and learning of chemistry because of poor preparation of students at secondary level.  My research contributes towards the national effort to deliver more and better qualified graduates in these fields.

Current Research Interests

• Effective instruction in foundation chemistry: Students in academic development programmes are poorly prepared for tertiary studies and are therefore especially vulnerable. This project investigates the effectiveness of instructional approaches acclaimed for success elsewhere for its suitability to a third world context.
• Metacognition: The ability to monitor and regulate your own learning is key to academic success. My research focuses on over-confidence as a non-cognitive risk factor for success and the design of learning environments, both in class and the laboratory, to develop metacognitive ability and promote better self-regulation.
• Teaching and learning in large first-year lecture groups: Blended learning opportunities must be designed to cater for the needs of students with a diverse range of academic abilities and competencies. This project seeks to identify and describe best practice using qualitative and quantitative methodologies (including learning analytics).

Collaboration

Universities of Cape Town, Johannesburg and Witwatersrand. IUPAC Joint research project on Gender gap in Mathematical and Natural Sciences.

Selected publications

Journal articles

1. M Potgieter, A Harding, and J Engelbrecht, Transfer of algebraic and graphical thinking between mathematics and chemistry, J Res Sc Teach, 2008, 45(2), 197 – 218.
2. M Potgieter, E Malatje, E Gaigher, and E Venter, Confidence versus performance as an indicator of the presence of alternative conceptions and inadequate problem-solving skills in mechanics, Int J Sci Educ, 2010, 32(11), 1407 – 1429. 2009.
3. M Potgieter, M Ackermann, and L Fletcher, Inaccuracy of self-evaluation as additional variable for prediction of students at risk of failing first-year chemistry, Chem Educ Res Pract, 2010, 11, 17 – 24. 
4. M Potgieter and B Davidowitz, Grade 12 achievement rating scales in the new National Senior Certificate as indication of preparedness for tertiary chemistry, S A J Chem, 2010, 63, 75 – 82.
5. M Potgieter and B Davidowitz, Preparedness for tertiary chemistry: Multiple applications of the Chemistry Competence Test for diagnostic and prediction purposes, Chem Educ Res Pract, 2011, 12, 193 – 20.
6. KC Mathabathe and M Potgieter, Metacognitive monitoring and learning gain in foundation chemistry, Chem Educ Res Pract, 2014, 15, 94 – 104.
7. LA Pilcher, DL Riley, KC Mathabathe and M Potgieter, An inquiry-based practical curriculum for Organic Chemistry as preparation for industry and postgraduate research, S Afr J Chem, 2015, 68, 236 – 244. DOI: http://dx.doi.org/10.17159/0379-4350/2015/v68a32
8. Bette Davidowitz and Marietjie Potgieter, Use of the Rasch measurement model to explore the relationship between content knowledge and topic-specific pedagogical content knowledge for organic chemistry, Int J Sci Educ, 2016, 38 (9), 1483 - 1503. DOI: 10.1080/09500693.2016.1196843.
    

Conference proceedings

1. M Potgieter, and CE Mundy, “Evaluating alternative instructional approaches for foundation chemistry”, research paper presented at the International Science Education Conference in Singapore, November 2014.
2. M Potgieter, “Chemistry – the long walk to agency”, Plenary lecture at the Gordon Research Conference on Chemistry Education Research and Practice, Lewiston, Maine, June 2015.