Degrees Held
- Doctor of Philosophy (PhD: Science Education);2023
- Master of Education (MEd); University of KwaZulu-Natal; 2011
- Bachelor of Education Honours (B.Ed. Hons); University of KwaZulu-Natal; 2006
- Further Diploma in Education (FDE:DesTech); University of Natal; 2000
- Secondary Teachers Diploma (STD:Sc&Math);ESCOLED; 1991
Experience
- Lecturing and coordinating Physical Science, Natural Science & Technology undergraduate modules and PGCE EDNS 604 postgraduate module.
- Supervising Masters and Honours research dissertation
- Teaching Physical Sciences at school level for twenty years.
- Worked at Mathematics, Science and Technology Academy (MSTA) as an assistant director for research.
Research Interests
- Practical work in science education
- Inquiry-Based Science Teaching
- Teacher knowledge, beliefs and goals
- Teaching and learning in Natural Sciences & Technology
- Assessment in science education
Teaching Interests
- Teaching Chemistry in Physical Sciences
- Teaching pedagogy in PGCE Natural Sciences
- Teaching Integrated Natural Sciences & Technology
- Teaching method modules in Physical Science and Natural Science.
Selected Publications
Journal Articles
Chapters in Books
Journal Articles
- Mkhwanazi, T., Ndlovu, A. Z., Ngema, S., & Bansilal, S. (2021). The curriculum tracker: A tool to improve curriculum coverage or just a tick-box exercise? South African Journal of Education, 41(2), S1-S9. https://doi.org/10.15700/saje.v41ns2a1883
- Chirikure, T.,Govender, N., Sibanda, D., Kolobe, L., Good, M.-A., & Ngema, S. (2019). Adding voices to Physical Sciences pre-service teachers’ approaches to learning. African Journal of Research in Mathematics, Science and Technology Education. https://doi.org/10.1080/182019.1654211.
Chapters in Books
- Mkhwanazi, T., Ndlovu, Z., Ngema, S., & Bansilal, S. (2018). Exploring mathematics teachers’ usage of the curriculum planner and tracker in secondary schools in King Cetshwayo and Pinetown districts. In P Christie & M Monyokolo (eds). Learning about sustainable change in education in South Africa: The Jika iMfundo campaign 2015–2017. Johannesburg, South Africa: Saide. Available at https://www.saide.org.za/documents/lsc_interior_2 0180511_screen-pdf.pdf.
Community Involvement
- 2021- UKZN Science and Technology and the Mauritius Institute of Education (MIE): STEM education for the 21st century citizenship
- 2017 to date: SAARMSTE member
- 2016 to date: member of UKZN Mintek Minquiz
Teaching Expertise
- Developing inquiry-based lesson plan
- Maximising PCK for integrated science and technology
- Conducting practical work in science education
- Taught Physical sciences and Mathematics between 1994 to 2002
- HOD for Sciences, Mathematics and Technology education between 2003 to 2007
- Deputy Principal: Academic between 2008 to 2014
- Senior Education Specialist for Physical Sciences in 2015
Student Supervision
Honours
Masters
Honours
- Goge Sbusiso (2018) Exploring the effect of code switching in the performance of Grade 10 Physical Sciences learners
- Mtwali Gladness Thembelihle (2019) Exploring grade 10 physical sciences leaners ’views about practical work: A case of one school in KwaZulu-Natal
- Ndlovu Phillip Sibusiso (2020) Exploring teachers’ instructional practices in teaching work, energy and power. A case study of a Grade 12 Physical Sciences teacher at Umgungundlovu district.
- Khumalo Ndumiso (2022). Exploring the Effect of COVID-19 In the Teaching Of Life Sciences In One South African School
Masters
- Nhlumayo Mayaba Brian (2021). EXPLORING LIFE SCIENCES TEACHERS’ VIEWS OF TEACHING EVOLUTION: A PARTICIPATORY ACTION RESEARCH THROUGH A LENS OF COGENERATIVE DIALOGUE PRAXIS IN UMLAZI DISTRICT.
- Sosibo Cynthia Senamise (2021). EXPLORING IN-SERVICE TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE IN TEACHING THE SOLAR SYSTEM: A CASE OF GRADE 8 NATURAL SCIENCES TEACHERS IN THE INDWEDWE CIRCUIT.
- Sanjeev Kumar Naras (2023). AN ANALYSIS OF SELECTION CRITERIA AS PREDICTORS OF STUDENTS’ ACADEMIC SUCCESS IN THE FIELD OF SCIENCE AT THE UNIVERSITY OF ZULULAND