Articles in accredited peer reviewed journals (ISI list)
1. Kriek, J, Lemmer, M & Ojal, J (2022). Exploration and categorisation of pre-service physics teachers' understanding of superconductivity and nanotechnology. European Journal of Physics, 43(2) 5701 https://doi.org/10.1088/1361-6404/ac3f40
2. De Beer J & Kriek J. (2021). Insights provided into the decolonisation of the science curriculum, and teaching and learning of indigenous knowledge, using cultural-historical activity theory. South African Journal of Higher Education, 35(6), 47-63
3. Osman, A and Kriek, J (2021). Science teachers’ experiences when implementing problem-based learning in rural schools. African Journal of Research in Mathematics, Science and Technology Education, 25(2) 148-159, DOI: 10.1080/18117295.2021.1983307
4. Kriek, J and Coetzee, A. (2021) Exploring the intricacies of lecturer and student beliefs when using different technology tools in a tertiary context. International Journal of Technology Enhanced Learning 13(2) p. 121-138 https://doi.org/10.1504/IJTEL.2021.114049
5. Diener, J and Kriek, J (2021). Instructor's dilemma: requiring two-dimensional measurements to describe one-dimensional motion, applied to a person walking. European Journal of Physics, 42(2) 13 pages; https://dx.doi.org/10.1088/1361-6404/abc40f
6. Lemmer, M., Kriek, J and Erasmus, B (2020). Analysis of students' conceptions of basic magnetism from a complex systems perspective. Research in Science Education: 50(2), 375–392 https://doi.org/10.1007/s11165-018-9693-z
7. Bhaw N and Kriek, J (2020). The alignment of the Grade 12 physics examination and the CAPS curriculum: (November 2014- March 2018). South African Journal of Education, 40(1): Art. #1676, 9 pages. https://doi.org/10.15700/saje.v40n1a1676
8. Bhaw, N and Kriek, J (2020). A review of the final and supplementary Grade 12 Physics examinations from 2014 to 2018 based on Bloom’s revised taxonomy. Journal of Physics: Conference Series 1512 (2020) 012008 IOP Publishing doi:10.1088/1742-6596/1512/1/012008.
9. Khwanda MN and Kriek J (2020). An evaluation of student’s understanding of DC circuit concepts through students’ written explanations. Journal of Physics: Conference Series 1512 (2020) 012020 IOP Publishing doi:10.1088/1742-6596/1512/1/012020
10. Kotoka, J and Kriek, J (2019). An exploratory study on the alignment between the different levels of the curriculum on circuit electricity. African Journal of Research in Mathematics, Science and Technology Education 23(3), 309-319; https://doi.org/10.1080/18117295.2019.1686832
11. Ayene, M., Kriek, J., Damitie, B., Ingerman, A., & Thacker, B. (2019). A Holistic Picture of Physics Student Conceptions of Energy Quantization, the Photon Concept, and Light Quanta Interference. International Journal of Science and Mathematics Education, 17(6), 1049-1070.https://doi.org/10.1007/s10763-018-9906-y
12. Kunnath, B and Kriek, J (2018). Exploring effective pedagogies using computer
simulations to improve Grade 12 learners’ understanding of the photoelectric effect. African Journal of Research in Mathematics, Science and Technology Education, 22(3), 329-339 https://doi.org/10.1080/18117295.2018.1531500
13. Mupezeni, S. and Kriek, J. (2018). Out-of-school Activity: A Comparison of the Experiences of Rural and Urban Participants in Science Fairs in the Limpopo Province, South Africa. Eurasia Journal of Mathematics, Science and Technology Education, 14(8), em1577. https://doi.org/10.29333/ejmste/92041
14. Kriek, J and Koonste, R. D. (2017). First year physics students’ expectations on the role of mathematics in physics. International Journal of Innovation in Science and Mathematics Education 25(2) 1 – 16.
15. Koonste, R. D. and Kriek, J (2017). Ontwikkeling van ’n verklarende raamwerk vir die oplossing van elektrisiteitsprobleme. Development of an explanatory framework for the solution of electricity problems. Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie (South African journal of Science and Technology) 36(1) 1- 6 a1442. https://doi.org/10.4102/ satnt.v36i1.1442
16. Nickola, G and Kriek, J (2017). Innovative training for work integrated learning in electrical engineering: opportunities and challenges. Global Journal of Engineering Education 19(3), 225-231
17. Kriek, J and Coetzee, A. (2016). Development of a technology integrated intervention in tertiary education. Journal of Baltic Science Education 15(6) 712–724. Or on http://journals.indexcopernicus.com/abstract.php?icid=1226655
18. Kaheru, S and Kriek J (2016). The effect of computer simulations on acquisition of knowledge and cognitive load: a gender perspective. African Journal of Research in Mathematics, Science and Technology Education 20(1) p. 67-79. Or on http://dx.doi.org/10.1080/10288457.2016.1150558
19. Kotoka J and Kriek J. (2014). The impact of computer simulations as interactive demonstration tools on the performance of Grade 11 learners in electromagnetism. African Journal of Research in Mathematics, Science and Technology Education 18(1) p. 100-110
20. Kapartzianis, AS and Kriek, J (2014). Conceptual change activities alleviating misconceptions about electric circuits. Journal of Baltic Science 13(3) 298-315
21. Kriek, J, Basson, I, Coetzee, C & Muller, H (2014) Vergelykende studie oor kennis en persepsies van radioaktiwiteit. Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 33(1) Art 1172 9 pages http://dx.doi.org/10.4102/satnt.v33i1.1172
22. Dega, BG, Kriek J & Mogese, TF (2013) Students’ Conceptual Change in Electricity and Magnetism using Simulations: a Comparison of Cognitive Perturbation and Cognitive Conflict Journal of Research in Science Teaching 50(6) pp.677-698
23. Kriek, J, Stols, G & Bukula, T (2013). Can behavioral intentions predict domestic electricity consumer’s actual behavior towards energy efficiency? Energy education Science and technology part B: social & educational studies journal (5)1 pp 189-206
24. Dega, BG, Kriek J & Mogese, TF (2013) Diagnosis of Categories of Alternative Conceptions in Electricity and Magnetism: the case of Ethiopian Undergraduate Students. Research in Science Education 43(5) pp 1891-1915
25. Basson, I and Kriek, J (2012). Are grades 10-12 Physical Sciences teachers equipped to teach Physics? Perspectives in Education 30(3) pp 112-123
26. Kaheru, SJM, Mpeta M and Kriek J (2011). The use of Interactive Computer Simulations with regard to access to Education – a social justice issue. Journal of Educational Studies 10(2) pp 89 - 106
27. Ayene, M, Kriek, J and Damtie, B (2011). Wave-particle duality and uncertainty principle: Phenomenographic categories of description of tertiary physics students' depictions. Physical Review Special Topics - Physics Education Research 7,020113
28. Stols, GH and Kriek, J. (2011). The understanding of teachers’ use of the Geometer’s Sketchpad in their classrooms. Australasian Journal of Educational Technology 27(1) p.137-151
29. Mhlongo, R, Kriek, J and Basson I (2011). The contribution of simulations to the practical work of foundation physics students at the University of Limpopo. Multicultural education and technology journal. 5(4) p 288-302
30. Kriek, J. and Stols, G. (2010). Teachers’ beliefs and their intention to use interactive simulations in their classrooms. South African Journal of Education 30 pp. 439 - 456.
31. Ayene, M, Damtie, B and Kriek, J (2010). Mismatch between the progression of the mathematics course and the level of mathematics required to do advanced physics. Latin American Journal of Physics Education 4(3) pp. 538-546
32. Kriek, J. and Grayson, D.J. (2009). A holistic professional development model for South African physical science teachers. South African Journal of Education 29(2) pp. 185 - 204.
33. Mogari, LD, Kriek, J, Stols, G and Ogbonnaya, U.I. (2009). Lesotho’s Students’ Achievement in Mathematics and their teachers’ Background and Professional Development. Pythagoras, 70, 3-15
34. Stols, G.H., Kriek, J. and Ogbonnaya, U.I. (2008). The influence of teaching practices on students’ achievement in mathematics in Lesotho. African Journal of Research in Mathematics, Science and Technology Education, 12, pp.107-118
35. Kriek J and Basson, I (2008). Implementation of the new FET Physical Sciences curriculum: teachers' perspectives. African Journal of Research in Mathematics, Science and Technology Education, 12, pp.63 – 76
36. Schoeman, J, Reinecke, JPL, Smit, JJA (1988). Energy levels of 40Ca. South African Journal of Physics, 11 (3/4), 68-72. (Remark: Schoeman was my maiden surname)
Sebotsa, TK de Beer, J & Kriek, J (2019). Self-directed learning and teacher professional development: an adapted profile of implementation, International Institute of Social and Economic Sciences (IISES), September 2019, 8th Teaching & Education Conference, Vienna, p. 337 - 360
Papers at peer-reviewed national conferences
Kriek, J and Basson, I (2009). The effect of physics computer simulations on teachers’ misconceptions of DC circuits. In M Schafer and C McNamara (Eds.), Proceedings of the 17th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education, 19-22 January 2009, Grahamstown, pp 220-226.
Kriek, J (2010) Influence of a motion sensor in the understanding of graphs. In V Mudaly (Ed.), Proceedings of the 18th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education, 18-21 January 2010, Pinetown, pp 191-198.
Kriek, J (2011). Why don’t learners achieve when using technology? In V Mudaly (Ed.), Proceedings of the 19th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education, 18-21 January 2011, Mafikeng, pp 191-198.
Kotoka, J & Kriek J (2013). The impact of computer simulations on the performance of grade 11 learners in electromagnetism. Edited by SK Kwofie, MB Obunnityi, O Amosun, KR Langenhoven, S Dini, book of Short paper abstracts of the 21th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education, 14-17 January 2013, Cape Town, pp 228-230.
Bukula T, Kriek, J and Stols, G (2014). Can behavioural intentions predict domestic electricity consumer’s actual behaviour towards energy efficiency? Edited by P Webb, M G Villanueva, L Webb, book of Short paper abstracts of the 22th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education, 13-16 January 2014, Port Elizabeth, pp 228-230.
Kotoka, J & Kriek J (2016). Investigating physics teachers' technological and pedagogical content knowledge and their learners' achievement in electricity. Compiled by M K Dludlu, book of short paper abstracts of the 24th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education, pp 280 - 283. Tshwane University of Technology, Arts Campus: Pretoria
Kotoka, J & Kriek J (2016). Investigating physics teachers' technological and pedagogical content knowledge and their learners'achievement in electricity. Compiled by M K Dludlu, book of short paper abstracts of the 24th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education, pp 280 - 283. Tshwane University of Technology, Arts Campus: Pretoria
Kriek, J and Coetzee, A. (2017). Teaching with technology in physics. Compiled by Mike K Mhlolo & Carolyn Stevenson-Milln, Book of abstracts of the 25th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education, 17–20 January 2017, Central University of Technology, Bloemfontein, pp 300-302.
Papers at peer-reviewed international conferences
Stols, G.H. and Kriek, J (2009). Teachers’ beliefs, attitudes and intentions about using Geometer Sketchpad in their mathematics classroom. In the Proceedings of Frontiers in Science Education Research. Cyprus, 22-24 March 2009.
Kriek, J and Stols GH (2011). A model to predict the use of interactive physics simulations. In the proceedings of Girep-Epec 2011 International Conference. Jyväskylä, Finland 1 – 5 August 2011
Kriek, J, Basson, I and Coetzee, C (2012) Knowledge difference of radiation physics between experts and pre-service teachers. World Conference on Physics Education, Istanbul, Turkey, July 1-6, 2012
Kriek, J, Basson, I and Coetzee, C 2013. Knowledge difference of radiation physics between experts and pre-service teachers. Paper presented at the International Conference on Nuclear Data for Science and Technology, New York
Lemmer, M., Basson, I., Kriek, J., Zietsman, A (2013) Investigation of teachers’ concept confusion related to electric and magnetic fields and the potential of a sequence of activities to address it. ICPE –EPEC 2013 International conference on physics education. 5 – 9 August Prague, Czech Republic
Basson, I., Kriek, J., Lemmer, M & Zietsman, A (2013) Experiences of secondary schools teachers with electromagnetism presented in different ways. . ICPE –EPEC 2013 International conference on physics education. 5 – 9 August Prague, Czech Republic
Mengesha, A, Kriek, J, Baylie, D and Ingerman A (2013) Variations in physics students’ ways of depictions of quantum phenomena as the context changes from quantization to quanta. . ICPE –EPEC 2013 International conference on physics education. 5 – 9 August Prague, Czech Republic
Koonste, RD & Kriek, J (2015). First Year Students’ Use of Mathematical approaches in Solving Electricity problems. ICPE 2015 2013 International conference on physics education. 10 - 14 August Beijing, China.
Dega, B & Kriek, J (2015). The use of simulations in changing students understanding of Electricity and Magnetism: a Comparison of Cognitive Perturbation and Cognitive Conflict. ESERA European Science Education Research Association. 31 Aug – 4 Sept Helsinki, Finland
Kriek, J., Dega, B, Ayene, M., & Coetzee, A. (2016). A modified model of TPACK and SAMR in teaching for understanding. 27th annual conference of the Society for Information Technology and Teacher Education (SITE). 21-25 March 2016, Savannah, Georgia, USA.
Kriek, J & Coetzee, A (2016). Use of Technology for Conceptual Understanding of Bernoulli's Principle. 2nd World conference on Physics Education (WCPE). 11 – 15 July 2016, Sau Paulo, Brazil.
Kriek, J and Coetzee, A. (2017). Lessons learnt when developing a technology integrated intervention for fist year physic students" at the 11th annual International Technology, Education and Development Conference, INTED2017, 6 – 8 March 2017, Valencia, Spain
Kunnath B & Kriek, J (2019) Depth of grade 12 learners understanding Photoelectric effect after the use of computer simulations. GIREP, Budapest, Hongary, 1 – 5 July 2019
ISTE conference
Mupezeni, S & Kriek, J (2012) Doppler Effect: The effect of educational design research activities on problem solving in the Vhembe District. Proceedings of ISTE 2012 International conference on Mathematics, Science and Technology Education. Kruger Park, 21 – 25 October 2012
Coetzee, C, Kriek, J & Basson, I (2012) Knowledge and Attitudes of student teachers about radiation and radioactivity. Paper presented at ISTE 2012 International conference on Mathematics, Science and Technology Education. Kruger Park, 21 – 25 October 2012
Kwanda, M., Kriek, J, Basson, I & Lemmer, M. (2012). The use of educational reconstruction model in designing the teaching and learning sequences for teaching DC circuits. Paper presented at the annual ISTE conference, Mopani camp in Kruger National Park, 22-25 October 2012.
Kwanda, M., Kriek, J, Basson, I & Lemmer, M. (2013). Teaching and learning sequences for dc circuits: development and evaluation using design-based research approach. Paper presented at ISTE 2013 International conference on Mathematics, Science and Technology Education. Kruger Park, 20 – 24 October 2013 Dhamu N and Kriek (2018). Using the flipped classroom model to facilitate student interaction and technology integration. In the proceedings of UNISA/ISTE 9th Annual Conference on Mathematics, Science and Technology Education. Kruger Park, 22- 26 October 2018 pp. 172-179.