Dr. Vongai Mpofu

Qualifications

  • PhD in Science Education (Wits, South Africa)
  • MScEd Chemistry (UZ)
  • Bed Chemistry (UZ)
  • Certificate in Social and Educational Research (UZ)
  • CE Science (UZ)
 

Email: vmpofu@buse.com
Cell: +263 775 184 200

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

  • Science Education and STEM Education in relation to Chemistry and teacher education
  • Indigenous knowledge systems and school science
  • Research supervision
 

AREAS OF TEACHING

  • Chemistry
    – General Chemistry
    – Inorganic Chemistry
  • Education
    – History & Philosophy of Chemistry
    – Pedagogics
  • Qualitative Research
    – Research Paradigms and Frameworks
    – Qualitative  data analysis

PUBLICATIONS

Books

  • Mpofu, V. (2019).  A Theoretical Framework for Implementing STEM Education. Dr. Kehdinga George Fomunyam (Eds). In Theorizing STEM Education in the 21st Century (in   press). IntechOpen. ISBN 978-1-78985-702-3.
  • 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).
 
Journal Articles
  • Mukaro, J., Chivheya, R.,Mpofu, V., & Edziwa, X (2020). Effects of Interactive Multimedia Sensory Oganizers Teaching Method  on Student Achievement in Ordinary Level  Agricultue: A case of selected Schools in  Chirumanhu District, Zimbabwe, Zimbabwe Journal of Education Research, 32 (1,3). 
  • 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.
  • 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.
  • 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)

 

National and International Conferences

Mpofu, V., (2019). Subject Specific Technology Enhanced STEM Teaching of Chemical Bonding at Advanced Level in Zimbabwe, abstract accepted for the Conference for Vice Chancellors and Deans of Science, Engineering, Education and Technology (COVIDSET), Victoria Falls Zimbabwe
Mpofu, V., (2018). Towards an Electronic Supervision Approach to Teaching Practice Abstract Accepted for Flexible Futures Conference, 4 – 5 October 2018, CSIR ICC, Pretoria
Mpofu, V., (2017). African traditional music based pedagogy:  A strategy to indigenize and ‘STEAMize’ the school science curriculum presented at the 2nd International Conference of the Faculty of Education (UZ), scheduled for 12-14 July, 2017
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., 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.

Key Workshop/Seminars Facilitated

  • Mpofu, V., and Manatsa, D. (2019).  Virtual Laboratories, Simulations and Multimedia in STEM Education
  • 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. (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.
 

Peer Reviewer and Editorship

  • Cultural Science Studies of Science Education
  • Indilinga: African Journal of Indigenous Knowledge Systems
  • AlterNative-Peer Reviewer. 2019-Open
  • SAJEST -Editorial Member – 2019-2021 subject to renewal
  • 34th Association for Educational Assessment in Africa (AEAA) Annual conference 2016- Editorial Board Member
  • Zimbabwe Council of Higher Education – Peer reviewer, 2019 -Open
 

Research Related Awards

  • Seeding Labs 2020 Instrumental Access Award
  • Bindura University Research and Post Graduate Centre Competitive Research Grant Award (2018)
  • WASET 19th International Conference on Education and Educational Technology (CEET) Best Presentation Award 2017.
 

Postgraduate student supervision

  • Nhemachena, N (2019) Possible Ways of Integrating Indigenous Knowledge in Chemistry Classrooms. Department of Science and Mathematics Education. Bindura University of Science Education. Main and Only supervisor
  • Mangwanda, F. (2019), Chemistry teachers’ ICT based classroom practices: Insights from Chisipite Senior School. Department of Science and Mathematics Education. Bindura University of Science Education. Main and Only supervisor
  • Chirwa, L. (2019) Chemistry Teachers’ STEM Classroom Practices. Department of Science and Mathematics Education. Bindura University of Science Education. Main and Only supervisor
  • Gandidzanwa T. (2019). Understanding Chemistry Teachers’ Interpretation of the STEM curriculum. Department of Science and Mathematics Education. Bindura University of Science Education. Main and Only supervisor
  • 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. Main and Only supervisor
  •  Phiri, S. (2017). 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.  Main and Only supervisor
  • 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.  Main and Only supervisor
  •  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. Main and Only supervisor
  •  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. Main and Only supervisor
  •  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.  Main and Only supervisor
  • 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. Main and Only supervisor
 

EXAMINER OF POST GRADUATE STUDIES

  • Misitilde Nangula Pashukeni Jonas (201058171); Linking Indigenous Knowledge on Health to Literacy Learning: A Study Conducted Among the Ovahimba Community in Kunene Region, Namibia, PhD University of Namibia. Under consideration
  • External examiner, Great Zimbabwe University, Chemistry courses 2017-dateAcademic Ceremonies (2010-2011): – Bindura University of Science Education.
 

UNIVERSITY COMMITEE SERVICE

  • 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 (2019-2022)
  • Mbire Devolution STEM Education Project