DR. Gracious Zinyeka

Position: Lecturer
Contact Office: G32
Phone: +263 772379079
Email: gzinyeka@gmail.com




  • Logic
  • Philosophy of Science
  • Philosophy of Education
  • Metaphysics, Epistemology
  • Ethics and Indigenous Knowledge systems and Science.

Research interests

  • Logic and the development of learners’ critical thinking skills.
  • Integration of indigenously knowledge systems and science education
  • models for improving learners performance and interest in science.
  • Pragmatic/Progressivism Philosophy with regards to pedagogics and the curriculum

Applied Philosophy in the area of science education:

  • Philosophy of science; how metaphysics and epistemology could help to improve teachers’ understanding of the nature of science with respect to pedagogy necessary for improving learners’ performance in science as well as to promote acceptable levels of scientific literacy.
  • Indigenous knowledge systems and science. Integrating indigenous knowledge (IK) into school science teaching as one way of maximising the socio-cultural relevance of science education for enhanced learners’ performance.
  • The relative effect of the use of progressivism philosophy teaching methods in science. The use of learner centred approaches to teaching science such as problem posing-problem solving (under logic, argumentation as a teaching tool and the development of critical thinking skills), observation, experimentalism, and all such methods that promote self experiential knowledge in the learners (which are based on the philosophies of naturalism, instrumentalism and all such pragmatic philosophies).


  1. Zinyeka, G., Onwu, G. O. M. and Braun, M. (2016). A truth-Based Epistemological Framework for Supporting Teachers in Integrating Indigenous Knowledge into Science Teaching, African Journal of Research in Mathematics, Science and Technology Education, DOI: 10. 1080/18117295.2016.1239963
  2. Zinyeka, G. (2016). The epistemological basis of indigenous knowledge systems in science education. University of Pretoria. URI: http://hdl.handle.net/2263/52979.
  3. Sunzuma, G., Zezekwa N., Zinyeka G., and Chinyoka M. (2014). Incorporating Religious Mathematics in the Teaching and Learning of Formal Geometry: A Case of the Apostolic Church Sector in Zimbabwe. International Journal of Sciences: Basic and Applied Research (IJSBAR).
  4. Tunjera, N., Mukabeta T., Ramirez I., and Zinyeka G. (March 2014). Using a Mobile Application to Increase Interaction amongst Students in an Open and Distance Learning Programme in Zimbabwe: A Cultural Historical Activity Learning Theory Perspective. Journal of Education and Human Development.
  5. Sunzuma, G., Zezekwa N., Zinyeka G., and Ndemo Z., (2013). The Challenges of Implementing Students-Cantered Instruction in the Teaching and Learning of Secondary School Mathematics. International Journal of Current Research, Vol. 4 Issue, 04.
  6. Zinyeka, G. (2004). The Applications of Information and Communication Technologies in higher Education, in less developed countries. Zimbabwe Journal of Science and Technology, Vol. 4 No 1.
  7. Zinyeka, G. (2002). The Quest for a culture of peace in Zimbabwe. SAPEM, Vol. 14 No 9 2002.