The Faculty of Science Education also focus and emphasize on high level research through postgraduate studies via research at Master of Philosophy and Doctor of Philosophy level.
Entry Requirements
For Masters in Philosophy Degree – Applicant must have obtained an appropriate honours degree in the First or Upper Second Division.
For Doctor of Philosophy Degree – Applicant must have obtained an appropriate Masters degree or have satisfied the requirement for transfer of registration from MPhil Degree to DPhil.
Guidelines on registration for DPhil and MPhil programmes can are outlined in the HDR4
Study Areas
The guiding principle for our program offerings is that professional science educators should be thoroughly educated in their content discipline and bring modern theories of learning and education to bear on their scholarship as professional teachers and in their research for the doctoral degree.
The Faculty of Science Education offers MPhil and DPhil programmes with a focus on:
The PhD in Learning and Teaching in STEM (Science, Technology, Engineering, and Mathematics) is designed to produce scholars and learners dedicated to addressing the challenges of providing high quality STEM education to all students through a rich variety of organizations and innovative methods of delivery. Graduates from this program forge new ground in developing theories, designs, and practical solutions for future generations. This degree has two programme areas of study: Mathematics Education and Science Education.
Interested postgraduate students who want to pursue PhD degree studies in this exciting field can contact Dr Maroni Runesu Nyikahadzoyi nyikahadzoyi@gmail.com
A science class is made up of students from a variety of cultural groups whose understanding of the world has been negotiated through their cultural lenses and socialisation. These students bring into the science lessons those cultural perspectives of world phenomena. If school science ignores or worse still ridicules some of these cultural perceptions of concepts being taught, those students whose cultural perceptions are left out will feel excluded from the science lessons. How does that exclusion manifest itself in a science lesson? What is the effect of that exclusion to the excluded students? How can science teachers ensure the engagement of students from different cultural backgrounds in their science lessons?
Interested postgraduate students who want to pursue PhD degree studies in this exciting field can contact MOYO, P. V. [PhD in Science Education] moyoconstant@gmail.com
Argumentation refers to the provision of adequate and appropriate evidence to support or refute knowledge claims. In science, we often come across different and sometimes contradictory explanations of the same phenomenon. That means that we come across different knowledge claims e.g. the origin of the universe; the nature of lightning. A student who is exposed to and confronted with these different explanations begins to wonder which of the explanations is correct. Unless due care is taken, such a student would suffer from cognitive dissonance. How does this cognitive conflict manifest itself in a science lesson? What is the impact of this cognitive dissonance? How can argumentation be used to reconcile these conceptual differences and hence avoid cognitive dissonance?
Interested postgraduate students who want to pursue PhD degree studies in this exciting field can contact MOYO, P. V. [PhD in Science Education] moyoconstant@gmail.com
- Several science interventions, innovations and programmes have been put in place in many countries, including Zimbabwe. What are the major tenets, objectives, achievements and challenges of these initiatives?
- Using existing models to interrogate the efficacy of given or current science programmes.
- Crafting own models to interrogate the efficacy of given or current science programmes.
- Coming up with innovative interventions or programmes to enhance the acquisition and retention of science concepts.
Interested postgraduate students who want to pursue PhD degree studies in this exciting field can contact MOYO, P. V. [PhD in Science Education] moyoconstant@gmail.com
- Differentiated Instruction
- Negotiation Pedagogy (learning contracts)
- Task-based teaching
Interested postgraduate students who want to pursue PhD degree studies in this exciting field can contact Prof. Ramirez ramirez.isel@yahoo.com
- Work-integrated education
- Professional guidance
Interested postgraduate students who want to pursue PhD degree studies in this exciting field can contact Prof. Ramirez ramirez.isel@yahoo.com
- Differentiated methodologies
Interested postgraduate students who want to pursue PhD degree studies in this exciting field can contact Prof. Ramirez ramirez.isel@yahoo.com
