Science teachers' transformative and continuous professional development : a journey towards capacity-building and reflexive practice

Autor: Ngcoza, Kenneth Mlungisi

This study was conducted in Grahamstown in the Eastern Cape, South Mrica. Triggered by the demands of South Mrican post-apartheid curriculum transformation, the study focused on establishing a sustainable science teachers' trans formative and continu

Externí odkaz: http://hdl.handle.net/10962/d1008258

Promoting learning in science: a case study of the appropriateness and implications of group work

Autor: Ngcoza, Kenneth Mlungisi

This research project, using a qualitative case study methodology, reports on the appropriateness and implications of using group work in promoting cooperative learning in science. In this study, group work is seen as providing a social support mecha

Externí odkaz: http://hdl.handle.net/10962/d1003601

Education for Sustainable Development at the problem-posing nexus of re-appropriated heritage practices and the science curriculum

Autor: Ngcoza, Kenneth Mlungisi

Publikováno v: Southern African Journal of Environmental Education, Vol 35, Pp 135-144 (2019)
Southern African Journal of Environmental Education; Vol 35 (2019)

Indigenous knowledge is approached as an adaptive and responsive sphere of Mother Tongue meaning-making and innovation, an indigenous epistemic capital that has been marginalised by continuing colonial modernity and an associated urbanisation in Afri

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::6bf552ac6c6f5d96347748d7454feacf
https://doi.org/10.4314/sajee.v35i1.9

Integrating Afrocentric Approaches for Meaningful Learning of Science Concepts.

Autor: Chikunda, Charles, Ngcoza, Kenneth Mlungisi

Publikováno v: Schooling for Sustainable Development in Africa; 2017, p79-91, 13p