Dr Partson Virira Moyo

Qualifications:
2013    PhD (Curriculum issues in Science Education), University of the Western Cape, South Africa
1996    MEd (Curriculum Studies), University of Zimbabwe
1983    BEd (Science and Curriculum Studies), University of Zimbabwe
1973    Standard Teacher Certificate (T1), University of Rhodesia

 

 

Contact Number: +263 776 656 359

Email: moyoconstant@gmail.com

Office number: G28, Faculty of Science Education

Research Interests

  • Teaching and learning in and of science for understanding;
  • Curriculum issues in science education
  • Factors promoting or hindering the acquisition and retention of science concepts
  • Misconceptions and learning difficulties in science: their origin (causes), manifestation, diagnosis, identification and possible solutions.


Research Publications

Books

  • Moyo, P. V. (2002). Effective teaching practice.  Morgenster Teachers’ College Writers Series: Masvingo.

 

Journal Research Articles

  • Moyo, P. V. (1998), to teaching practice and their implications for teacher education programmes in Zimbabwe, The Zimbabwe Bulletin of Teacher Education 5(2) July, 1998
  • Moyo, P. V. and Nyikahadzoyi, M. R. (2006), Continuity and progression in science curricula from the primary to the secondary school in Masvingo District, The Zimbabwe Journal of Educational Research 18(3) Dec, 2006
  • Magudu, S. R. and Moyo, P. V. (2008), Induction of newly qualified teachers in Zimbabwe: Form, focus and relevance The Zimbabwe Bulletin of Teacher Education 14(2) May, 2008
  • Moyo, P. V. (2008), Perceptions of primary school teachers in Zimbabwe on the meaning of effective classroom teaching and how to enhance it The Zimbabwe Bulletin of Teacher Education 15(1) Nov, 2008
  • Maravanyika, O. E., Moyo, P. V., Machingura, V. Magudu, S. R. and Musengi, M. (2012), Quality of education in “independent” primary schools in Zimbabwe: A national survey, International Journal of Academic Research in Progressive Education and Development 1(4) October 2012
  • Moyo, P. V. and Kazito, R. (2014), Prospects and challenges of using the argumentation instructional method to indigenize school science teaching, The African Journal of Research in Mathematics, Science and Technology Education. 18(2) July 2014
  • Ramirez, R. and Moyo, P. V. (2017), Challenges young universities in Zimbabwe face as they try to create and ensure a healthy learning environment and academic excellence, The International Journal of Humanities and Social Studies 5(3)
  • Moyo, P. V. and Ramirez, I. (2017), Inclusion through multicultural science education, The International Journal of Humanities and Social Studies 5(11)
  • Moyo, P. V. and Ramirez, I. (2017), Interrogating the implementation of STEM Education in Zimbabwe, The International Journal of Humanities and Social Studies 5(11)

Conference Papers
  •  Moyo, P. V. and Nyikahadzoyi, M. R. (2005), Use of science process skills at primary school level, 13th SAARMSTE annual international conference, Windhoek, Namibia
  • Moyo, P. V.  (2012), The prospects and challenges of indigenizing science teaching in South African schools, First South African-Mozambique Systematic Review on indigenous knowledge studies
  • Moyo, P. V. (2013), A case study using dialogical argumentation to explore grade 10 learners’ scientific and indigenous beliefs about lightning 21st SAARMSTE annual international conference, Cape Town, South Africa
  • Moyo, P. V. and Kazito, R. (2013), Prospects and challenges of using the argumentation instructional method to indigenise school science teaching, 1st International Science and Mathematics Education Conference, Bindura University of Science Education, Zimbabwe
  • Moyo, P. V. and Dziva, D. (2013), The relative impact of an argumentation-based instructional programme on learners’ understanding of static electricity, 1st International Science and Mathematics Education Conference, Bindura University of Science Education, Zimbabwe
  • Moyo, P. V. (2013), Using argumentation as an integrative instructional tool for indigenising science teaching in South African schools, Fourth International conference of the Science and Indigenous Knowledge systems Project, University of the western Cape, South Africa

Conferences Attended
  • 13th SAARMSTE annual international conference, Windhoek, Namibia, 10 – 13 Jan 2005
  • 14th SAARMSTE annual international conference, University of Pretoria, South Africa, 9 -12 Jan 2006
  • Limpopo-Mozambique Writers’ Workshop, University of Limpopo, South Africa, 3-6 July 2006
  • Peace, Leadership, Development and Conflict Transformation workshops, Africa University, Zimbabwe, 2006, 2007, 2008
  • 3rd International Conference on the Integration of Science and Indigenous Knowledge Systems, University of the Western Cape, South Africa, 25-28 October 2011
  • The 1st South African-Mozambican Systematic Review on Indigenous Knowledge studies, University of the Western Cape, South Africa, 25-27 October 2012
  • 21st SAARMSTE annual international conference, University of the Western Cape, South Africa, Jan 2013
  • First International Science and Mathematics Conference, Bindura University of Science Education, 7-9 August 2013
  • Fourth International Conference of the Science and Indigenous Knowledge Systems Project, University of the Western Cape, South Africa, 29-31 October 2013
  • Writing Publishable Academic Papers Workshop, University of Zimbabwe, 17 January 2014
  • Workshop on “Enhancing Teacher Effectiveness”, Bindura University of Science Education,    20-21 February 2014
  • 25th SAARMSTE-Zimbabwe SEMINAR-WORKSHOP, Gweru Baptist Conference Centre, 3 July 2014
  • 2nd Teacher Science and Mathematics’ Conference, Bindura University of Science Education, 20 – 22 August 2014
  • 2nd UZ Faculty of Education International Conference, University of Zimbabwe, 12-14 July 2017
  • 3rd International Science and Mathematics Educators’ Conference, Bindura University of Science Education, 30 August – 1 September 2017