BSc, BEd, MEd, PGDHE and Ph.D. (Rhodes)

Tel: +27 46 603 7269

Email: k.ngcoza@ru.ac.za

Biographical details

Kenneth Mlungisi Ngcoza is a Professor in Science Education at Rhodes University. He is a member of the Senate, a member of the EHDC, an MEd coordinator, and a board member for RUMEP and CSD. He is also a chairman of GADRA and a member of the Vice Chancellor’s school initiative. His research interests include science curriculum, transformative professional development, indigenous knowledge systems (IKS), Education for Sustainable Development (ESD), and Citizenship Education. He has published/co-published several journal articles and book chapters in his areas of interest. Ken is the member and past President of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE) and a member of the African Association for the Study of Indigenous Knowledge Systems (AASIKS). He is an executive member of the SAARMTE EC Chapter as well as the facilitator for the SAARMSTE Research School. He is also involved in the Mathematics, Science, and Language Education Project coordinated by Professor Ogunniyi from UWC and he is involved in a collaborative research project for post-graduate students called Pan-African Science Education Research (PASER) coordinated by the University of Johannesburg, University of Kwa-Zulu Natal, and Rhodes University. Internationally, he is involved in three research projects: 1) Japan, South Africa, Zambia, and Namibia, on Lesson Studies and Indigenous Knowledge Systems; 2) Germany and South Africa, on Citizenship Education; 3) the University of Basilicata, Italy on Models for Assessment for European Key Competencies. He is on the Editorial Board of the UK-based Research in Science and Technological Education Journal, and a reviewer of several journals.

Recent Publications

1. Asheela, E., Ngcoza, K. M., & Sewry, J. (2021). The use of easily accessible resources during hands-on practical activities in rural under-resourced Namibian schools. In U. Ramnarain (Ed.), School science practical work in Africa (pp. 14-31). Routledge.
2. Shinana, E., Ngcoza, K. M., & Mavhunga, E. (2021a). Development of Teachers’ PCK for a Scientific Inquiry-based Teaching Approach in Namibia’s Rural Schools. African Journal of Research in Mathematics, Science and Technology Education, 25(1), 1–11. https://doi.org/10.1080/18117295.2021.1913375
3. Seehawer, M., Ngcoza, K. M., Nhase, Z., & Nuntsu, S. N. (2021). Approaching Ubuntu in Education through Bottom-Up Decolonisation. PIVOT 2021 Conference, Dismantling/Reassembling Tools for Alternative Futures (pp. 518-527). OCAD University, Canada, July 22-23^rd, 2021. Doi:10.21606/pluraversal 2021.0050.
4. Ngcoza, K. M. (2021). Exploring how a game analogy enables and/or constrains sense-making of chemical equilibrium concepts. Proceedings of ICERI2021 Conference (pp. 9110-9117). Seville, Spain, 8-9^th November 2021. ISBN: 978-84-09-34549-6

Teaching & Learning

He is involved with science teacher education (both pre-and in-service) and teaches the BEd Foundation Course (CSD) and BEd (Hons), Science Specialism (Namibia and South Africa). He also supervises MEd. and Ph.D. students.

Last Modified: Fri, 10 Jun 2022 10:10:57 SAST