• Physics Education

My research focus is on the teaching and learning of physics. Firstly, by exploring learning challenges (such as “alternative conceptions”) using focused teaching strategies based on the use of technology; and, investigating learning challenges in specific areas across different countries, on different levels, all ways that make it uniquely possible to establish a functional “glossary” that could be fruitfully used to develop focused teaching strategies aimed at promoting enhanced conceptual understanding. Secondly the use of facial expression to connect the affective with the cognitive knowledge.

• 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
• 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
• 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
• 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
• 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
• 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
• 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
• 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.
• 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
• 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
• 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 
• 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

• NRF rating of C2 in 2015, B3 in 2020
• Recognized among the Top 10 000 in the AD Scientific Index 2021
• Nominated and accepted Member of Academy of Science of South Africa (ASSAf)

• Use of technology in teaching and learning of physics
• Developing teaching strategies to improve conceptual understanding in physics
• Exploring the connection of cognitive and affective knowledge using facial expression software

• Teaching and learning for conceptual understanding physics
• Use of technology in teaching science
• Learner Emotions when learning physics, statistics, and programming
• Physics and robotics