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 Dr. Cynthia Fakudze

Position: Senior Lecturer
Department: School of Science & Mathematics Education
Faculty: Faculty of Education
Qualifications: PhD, M.Ed, PGDE, B.Ed hon, BSc, CDE
Tel: 021-9593687
Fax: 021-9593358
Email: cfakudze@uwc.ac.za
Research:
 
 
 
 

Biography

 My career started as a high school Math and Science teacher for five years; later I became a teacher training College lecturer in two different teacher training for 15 years, and moved to the university as lecturer for Maths Education.   I later shifted back to Science Education after completing my PhD in science education. My research interests are investigating socio-cultural contexts and Indigenous Knowledge Systems (IKS), issues in Physics Education pedagogy, and professional development of science teachers.

Publications

February, F., Philander, L. & Fakudze, C. (2017) Investigating learners’ cognitive shifts on their understanding of Shadows with regards to the day and night cycle. Proceedings of the 3rd International Conference of the African Association for the Study of Indigenous Knowledge Systems (pp. 70-79), University of Witwatersrand, Johannesburg,, South Africa

Fakudze, C. (2017) Exploring the influence of local worldview presuppositions on Grade 11 learners’ conceptions of selected mechanics topics as a result of integrating indigenous knowledge  Proceedings of the 3rd International Conference of the African Association for the Study of Indigenous Knowledge Systems (pp. 47 – 58), University of Witwatersrand, Johannesburg,, South Africa

Meyer-Williams, C., Fakudze, C. & Ogunniyi, M. (2017). Grade sic learner’s conceptions of food preservation: a case study of learners exposed to an argumentation instructional model. Proceedings of the 25th Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education (pp. 260 - 272) Central University of Technology, Bloemfontein, Free State.

Fakudze, C. (2016). Swazi Secondary School Learners’ Traditional Worldview Presuppositions on elected Phenomena: a Case Study. Exploring connections among Meteorological Science and Indigenous Knowledge Systems (IKSD) approach to science teaching, learning and assessment. Proceedings of the 2nd International Conference of the African Association for the Study of Indigenous Knowledge Systems (pp. 154 – 165), Universidade Pedagogica, Maputo, Mozambique.

 

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