Department of Science and Technology Education
College of Education |
School of Teacher Education |
Department: Science and Technology Education |
Associate Professor
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Tel: |
012 429 6562
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Fax: |
086 619 4421
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E-mail: |
mokiwho@unisa.ac.za
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Qualifications
- BSc Edu Hons (Physics and Mathematics, IUIU)
- MEd (Science Education, UKZN)
- DEd (Curriculum studies, UNISA)
Fields of academic interests
- STEM Education
- Curriculum Development of Science
- Language in Science Education
- Classroom practice
Field of Specialisation
- Physics
- Science Education
Books
- Mokiwa, HO., & Msila, V. (2020). Decolonising Science: Challenging the South African Classroom through Indigenous Knowledge Systems In V. Msila (Eds.), Developing Teaching and Learning in Africa: Decolonising Perspectives (Chapter twelve). Cape Town: Sun Press.
- Bhuda, T., Mokiwa, HO., & Pudi, T. (2020). Indigenising Mathematics in Schools – Why Ethnomathematics Matters? In V. Msila (Eds.), Developing Teaching and Learning in Africa: Decolonising Perspectives (Chapter six). Cape Town: Sun Press.
Journal articles
Publications in accredited journals:
- Mokiwa, H.O., & Msila, V. M. (2013). Teachers' conceptions of teaching Physical science in the medium of English: A case study (2013). International Journal of Education Sciences, 5(1), 55-62
- Mokiwa, H. O. (2014). Teachers' conceptions of teaching Physical science in the medium of English" towards additive bilingualism? Mediterranean Journal of Social Sciences, 5(2), 79-86
- Mokiwa, H. O. (2014). Exploring Grade 11 teachers' conceptions of the nature of science, Mediterranean Journal of Social Sciences, 5(2), 247-254
- Mokiwa, H.O., & Ngubane-Mokiwa, S. A. (2014). Utilization of information communication technology (ICT) for teaching science to young offenders: towards lifelong rehabilitation, Mediterranean Journal of Social Sciences, 5(16), 313-319
- Mokiwa, H.O. (2014). Exploring the teaching of Physical science through inquiry. International Journal of Education Sciences, 7(1), 21-27
- Mokiwa, H. O., & Nkopodi, N. (2014). Inquiry-based teaching in Physical science: Teachers' instructional practices and conceptions. Mediterranean Journal of Social Sciences, 5(23), 1074-1082
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Mokiwa, H. O. (2017). Reflections on Teaching Periodic Table Concepts: A Case Study of Selected Schools in South Africa. EURASIA Journal of Mathematics, Science and Technology Education, 13(6).
- Mokiwa, H. O & Agbenyeku, E. U. (2019). Impact of Activity-Based Teaching Strategy on Gifted Students: A Case of Selected Junior Secondary Schools in Nigeria. Journal for Education of Gifted Young Scientists, 7(3), 421- 434.
Professional positions, fellowships & awards
- Visiting researcher- Illinois Institute of Technology (IIT), USA.
- Visiting researcher- Josiah Kibirah University College (TANZANIA)
- Visiting researcher- University of Milan Bicocca (ITALY).
- Chairperson of the International Society for Academic Researchers (ISfAR).
- Member of the Southern African Association Researchers in Mathematics, Science and Technology Education (SAARMSTE).
- Member of the Organisation for Social Science Research in Eastern and Southern Africa (OSSREA).
- Reviewer for the Africa Education Review journal.
- Reviewer for the Eurasia Journal of Mathematics, Science and Technology Education.
- Reviewer for the Journal Education as Change (EAC).
- Reviewer for the Journal for Education of Gifted Young Scientists.
Projects
- Inclusive STEM: Including the excluded. This project addresses the inclusion of students in the STEM career regardless of their gender, race or physical status i.e. including the excluded.
- Teacher trainers’ conceptions of inclusive Science, Technology, Engineering and Mathematics (STEM).