Dr Vongai Mpofu

Office G30, FSE Complex, Bindura University of Science Education, Bag 1020, Bindura
vmpofu@buse.com
Cell: +263 (0) 775 184 200
www.eduresearch.com

EDUCATIONAL QUALIFICATIONS

  • Doctor of Philosophy (PhD) in Science Education, the University of Witwatersrand, SA, 2016: Indigenous Knowledge and Classroom Science.
    Certificate in Social and Educational Research (CSER), University of Zimbabwe, 2010.
  • Master of Education in Science (Chemistry), 2006.
  • Bachelor of Education in Chemistry (BEd Chemistry), University of Zimbabwe, 1994.

Certificate in Education in Science at Secondary school level, UZ, 1987.


WORK EXPERIENCE

  • Acting Dean Faculty of Science Education, 19 February 2018 -24 March 2018 and 19 November -19 December 2019 Bindura University of Science Education.
  • Chairperson Department of Science and Mathematics Education, April, 2016 – 31 March 2019 (Bindura University)
  • Lecturer -2007-2016 (Bindura University).
  • Part-time lecturing- 2011-2013 (University of Witwatersrand)
  • Part time lecturer- 2010-2010 (University of Zimbabwe)
  • Part time lecturer-2010-2010 (Chinhoyi University of Technology)
    Secondary School Head (Principal) 1995-2006 (several school in Zimbabwe)
  • Science Teacher 1987-1995 ( Combined Sciences, Physical Science, Chemistry and Physics)


RESEARCH AREAS

  • Nature of Indigenous Knowledge
    STEM Education
  • Indigenous Knowledge -STEM Education
  • ICT integration into Chemistry Teaching
  • Curriculum Interpretation and Classroom Chemistry
  • Research Matters

PUBLICATIONS

  • Kurebwa, M., & Mpofu, V., (2018). Essay marking challenges with special reference to Zimbabwean Secondary Schools in Gweru district. International Open and Distance Learning Journal, 2 (2), 43-48.
  • Mpofu, V., & Vhurumuku, E. (2017). Indigenous Knowledge and Nature of Science Interface: Content Considerations for Science, Technology, Engineering, and Mathematics Education. International Journal of Educational and Pedagogical Sciences, 11 (5), 227 – 235.
  • Mashoko, D., Mpofu, V., Mushayikwa, E., & Keane, M. (2016). Indigenous knowledge for school science: insights into the issue of intellectual property rights from three South African studies. Indilinga African Journal of Indigenous Knowledge Systems, 15 (3), 303 – 313.
  • Mpofu, V. (2016). Time: An African Cultural Perspective. In Emeagwali, G., and Shizha, E. (Eds.). African Indigenous Knowledge and the Sciences (pp. 65–78). Sense Publishers. Rotterdam.
  • Mpofu, V., Mushaikwa, E. and Otulaja, F. S. (2014). Science curricula in the Nziramasanga Commission of Inquiry into Education and Training: The missing link. Madondo, M; Museka, G and Phiri, M. (Eds.) (1914). The Presidential Commission of Inquiry into Education and Training, Vol. 1 (141-165).
  • Mpofu, V., Mushayikwa, E., & Otulaja, F. S. (2014). Exploring Methodologies for Researching Indigenous Knowledge of Plant Healing for Integration into Classroom Science: Insights Related to the Data Collection Phase. African Journal of Research in Mathematics, Science and Technology Education, 18(2), 164–175.
  • Mpofu, V., Otulaja, F. S., & Mushayikwa, E. (2014a). Towards culturally relevant classroom science: a theoretical framework focusing on traditional plant healing. Cultural Studies of Science Education, 9(1), 221-242.
  • Matavire M., Mpofu V., & Mavheneka, A., (2013). Streaming Practices and Implications in the Education System: A Survey of Mazowe District, Zimbabwe Journal of Social Science for Policy Implications 1(1). 60-70.
  • Mpofu, V. et al., (2013). Challenges of Virtual and Open Distance Science Teacher Education in Zimbabwe. The International Review of Research in Open and Distance Learning, 13 (1), 207-219.
  • Dziva, D., Mpofu, V., & Kusure, L. M. (2011). Teachers’ conception of indigenous knowledge in science Curriculum in the context of Mberengwa district, Zimbabwe. African Journal of Education and Technology, 1 (3) 88-102.
  • Ndlovu, S., Mpofu, V., Manatsa, D., & Muchuweni, E. (2010). Mapping groundwater aquifers using dowsing, slingram electromagnetic survey Method and vertical electrical sounding jointly in the granite rock formation: a Case of Matshetshe rural area in Zimbabwe. Journal of Sustainable Development in Africa, 12 (5), 199-208.
  • Mpofu,V., Kusure, L.P., Nhenga, J. & Zishura, G. (2007). Advanced level chemistry students’ understanding of stoichiometry: Evidence from four schools in Zimbabwe. Southern African Journal of Education Science and Technology, 3(2)


SELECTED CONFERENCE, SEMINAR AND WORKSHOP PAPERS

Mpofu, V, (2018). Demystifying Unavoidable Constructs in the Research Process: Literature Review, Conceptual and Theoretical Frameworks research seminar held at UKZN, Edgewood Campus. 27 September 2018.
Mpofu, V., & Vhurumuku, E. (2017). The Nature of Science and Indigenous Knowledge Interface: Content Considerations for Science, Education, Technology, Engineering and Mathematics Education, 19th International Conference on Education and Educational Technology (ICEET). Berlin-Germany, 21-22 May.
Mpofu, V. (2017). Using methodological frameworks to inform the analysis of qualitative data. SAARMSTE-Zimbabwe Chapter Seminar held at the Baptist Conference Centre, Gweru, Zimbabwe. 29 June -2 July 2017.
Mpofu, V. (2016). Theoretical and conceptual frameworks in research. 3rd Doctoral School hosted by the Centre for Multi-disciplinary Research of Bindura University of Science Education at Nyadiri Teachers ‘College, Zimbabwe on 27-28 October 2016.
Hewson, M & Mpofu, V. (2016). Culturally Sensitive Research Methodologies-The 14th Annual SAARMSTE Research School for Mathematics, Science and Technology Education hosted by Rhodes University between 21 and 24 June 2016 at Mpekweni Beach Resort in the Eastern Cape.
Mpofu, V. (2016). Theoretical and conceptual frameworks, Research designs, Sampling methods, Data collection methods. The 2nd Doctoral School hosted by the Centre for Multi-disciplinary Research of Bindura University of Science Education on 15-16 July, 2016.
Mpofu, V., Mushayikwa, E., & Otulaja, F.S. (2015). Totemic methodology: An Interpretive African approach to indigenous knowledge of plant healing research for classroom sciences. A paper accepted for the inaugural of the African Association for the Study of Indigenous Knowledge Systems (AASIKS) Conference. 28-30 October. Windhoek, Namibia: University of Namibia.
Mpofu, V., & Muropa Z. (2015). Teach indigenous knowledge in schools: ‘We cannot teach what we do not know’. 23rd Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education, Pedagogica University and Eduardo Mondlane University, Mozambique 13 – 16 January 2015.
Mpofu, V., Mushayikwa, E., & Otulaja, F.S. (2015). Indigenous knowledge of plant healing: What classroom science material can be drawn from it? 23rd Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education, Pedagogica University and Eduardo Mondlane University, Mozambique 13 – 16 January 2015.
Mpofu, V., Mushayikwa, E., & Otulaja F.S. (2014). Nature of the science curriculum: Opportunities for integrating indigenous knowledge of plant healing. 22nd Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education, Nelson Mandela Metropolitan University, Port Elizabeth, South Africa 13 – 16 January 2014.
Mashoko, D., Mpofu, V., & Mushayikwa, E. (2013). Indigenous Knowledge for School Science: Insights into the issue of Intellectual property rights from 3 South Africa studies. 4th SIKSP International Conference on South African Mozambican Systemic Review collaboration, School of Public Health, University of the Western Cape, 29-31 October 2013.
Mpofu, V. Mushayikwa, E. & Otulaja F.S. (2013).Aligning traditional plant healing with classroom science: Methodological insights gained from field entry activities and conversations. 21st Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education, University of the Western Cape (UWC) – Bellville 14 – 17 January 2013.
Otulaja, F.S., Mushayikwa, E. & Mpofu, V. (2013). De-Westernizing Indigenous Knowledge Systems Research and Reporting Methodology and Conceptualization. 21st Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education, University of the Western Cape (UWC) – Bellville 14 – 17 January 2013.
Mpofu, V. (2012). A Reflection on Chemistry Learning Experiences: A case study of Students at a High School in Zimbabwe 20th Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education, University of Malawi, Crossroads hotel, Lilongwe 16 – 198 January 2013.
Mpofu, V., (2011). A Zimbabwean chemistry teacher’s beliefs about the teaching and learning of stoichiometry concepts at ordinary level. 15th Biennial of International Study Association on Teachers and Teaching, University of Minho, Portugal, 5-8 July 2011.
Mpofu, V., Muropa, Z., Kusure, L.M. (2010). Learning to be a scientist: Are pupils’ classroom and out of classroom experiences synchronised? 19th Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education, North West University, Mafikeng, South Africa, 16 – 19 January 2011.


THESIS/DISSERTATION SUPERVISION

Nhemachena, N (2019) Possible Ways of Integrating Indigenous Knowledge in Chemistry Classrooms.
Mangwanda, F. (2019), Chemistry Teachers’ ICT Based classroom Practices: Insights from Chisipite Senior School.
Chibowora, A, (2017). Science Teachers’ Awareness and Responses to STEM Teaching and learning in Zimbabwe. Department of Science and Mathematics Education. Bindura University of Science Education
Phiri, S. (2018). Science Teachers’ Conceptions of STEM Teaching and Learning in Masotsha High School in the Khami District in Bulawayo Province. Department of Science and Mathematics Education. Bindura University of Science Education
Dzingirai, P. (2016). Students’ Difficulties in Understanding Stoichiometry Concepts Taught At Advanced Level: Insights from Fife High School. Department of Science and Mathematics Education. Bindura University of Science Education.
Kutenda, T. (2016). Relevance of Ordinary Level Chemistry Curriculum to Local Communities: Insights from the Industrial Processes. Department of Science and Mathematics Education. Bindura University of Science Education.
Madambi, T. (2016). Advanced Level Students’ Conceptions of Organic Reaction Mechanism: A Case of Nyagi High School. Department of Science and Mathematics Education. Bindura University of Science Education
Mavheneka, Z. (2016). Problems Encountered by Silveira High School Advanced Level Students in Designing Chemistry Experiments. Department of Science and Mathematics Education. Bindura University of Science Education.
Mungaela, M. (2016). Interpretation of the Advanced Chemistry Curriculum by Teachers in Warren Park/Mabereign District. Department of Science and Mathematics Education. Bindura University of Science Education.


EXTERNAL EXAMINATION ASSESSMENT

Great Zimbabwe University, Department of Curriculum Studies 2016-date


ARTICLE REVIEW AND EDITORSHIP

Editorial Member and Peer Reviewer for the 34TH Association for Educational Assessment in Africa (AEAA) conference and journal papers.
SAJEST Assistant Editor-In-Chief


COMMUNITY ENGAGEMENT

  • Academic Ceremonies (2010-2011):- Bindura University of Science Education.
  • Research Board (2016 – 2018):- Bindura University of Science Education.
  • Research Ethics Committee (2016 – 2018):- Bindura University of Science Education.
  • Multi-Disciplinary Research Training Committee (2016 – 2018):- Bindura University of Science Education.
  • Library Committee (2016-date)
  • SAJEST editorial Board Member (2018-DATE )
  • Southern African Association of Mathematics, Science, Technology Education (SAARMSTE)
  • External examiner, Great Zimbabwe University, Chemistry courses 2017-date
  • Zimbabwe Council for Higher Education (ZIMCHE) Qualification Assessor,
  • Assessment of qualification for the Bachelor of Science Education (Chemistry) offered by the Institute of Higher Education in Cuba: Mugove
  • Chawapiwa Ndoro on behalf of the: – November 2016
    Zimbabwe Council for Higher Education (ZIMCHE) Chemistry Education
  • Programmes Minimum Bodies of Knowledge Regulation development coordinator
  • Chairperson – Science and Mathematics Teaching and Learning Mbire Devolution Project


AWARDS AND GRANTS

  • Bindura University Research and Post Graduate Centre Competitive Research Grant Award (2018).
  • Bindura University Vice Chancellor’s Ten (10) years long Service (2017).
    WASET 19th International Conference on Education and Educational Technology (CEET) Best Presentation Award 2017.