Towards conceptual change and re-thinking cognitive conflict in science Department of Science and Technology Education

Abstract

I started teaching mathematics and physical science 24 years ago, in a school by the name of Malefo High School. It was a challenge, since I was very young – some of the learners were my age – but I survived. I joined university life in 2002, 16 years ago. In the last 16 years, I worked with academics from the former Potchefstroom University, now North West University; we trained teachers in both mathematics and physical science. I was responsible for teaching physics to secondary school teachers in the Sediba Project of the university. We trained hundreds of teachers in mathematics and physical science. In addition to our teaching responsibilities, we moved around the country training science teachers how to do practical work. In a month, we would train at more than 30 schools. Teachers enjoyed what we did very much. I then joined the University of Johannesburg where I ventured into a different territory, that is, academic development and support. After that I joined the NRF’s Innovation Fund and was always on the road, training both teachers and learners about innovation in science. The Innovation Fund was eventually merged with several DST entities to form the Technology Innovation Agency, where I worked for a time. Thereafter I joined Unisa as senior lecturer, then associate professor and currently as a full professor of Science Education.