HAMZA OMARI MOKIWA
@unisa.ac.za
Senior Lecturer
University of South Africa
RESEARCH INTERESTS
• STEM Education
• Curriculum Development of Science
• Language in Science Education
• Classroom practice
FUTURE PROJECTS
Teacher trainers’ conceptions of inclusive Science, Technology, Engineering and Mathematics (STEM).
Applications Invited
Scopus Publications
Scholar Citations
Scholar h-index
Scholar i10-index
Scopus Publications
Hamza Omari Mokiwa
Informa UK Limited
Abstract Linguistic diversity in many schools is high such that science teachers face complex issues regarding appropriate ways of mediating social and academic language in multilingual classrooms. The relationship between these aspects and the task of teaching science (i.e., pedagogy) remains a mystery to many teachers. This paper provides a narrative and shared discoveries of the understanding of this differentiated instruction problem in order to forge the path ahead. Qualitative methods of lesson observations and semi-structured interviews were used to collect data from four participants in the province of KwaZulu-Natal, South Africa. Analysis of data revealed a domination of English as a medium of discourse. The paper argues that teachers’ pedagogy and language of instruction are essentially related to the quality of science being taught in multilingual classrooms. The findings highlight the fundamental importance of the language of instruction within a multilingual science classroom and lay a foundation for further research.
Lindelani Mnguni and Hamza Mokiwa
Scientia Socialis Ltd
Science, Technology, Engineering, and Mathematics (STEM) education curriculum and instructional design continuously undergo reforms that aim to prepare learners for the challenges of the 21st century (Hoeg & Bencze, 2017; Pietarinen et al., 2017). In particular, STEM education has adopted strategies that integrate modern technologies in teaching and learning to enhance knowledge construction and application among learners and societies. In some countries, STEM education reforms are fuelled by socio-economic and political imperatives that seek to promote social justice (Mnguni, 2018). More recently, the emergence of the Covid-19 pandemic has forced schools and universities to adopt online teaching methods to reduce the coronavirus's spread. Consequently, researchers are exploring strategies for the incorporation of online teaching and learning methods. The effectiveness of these strategies and their impact on the students' conceptualization of STEM knowledge, its application, and relevance are continuously being investigated.
Hamza Omari MOKIWA and Elizabeth Umoh Agbenyeku
Journal for Educating Gifted Young Scientists (JEGYS)
The study investigates the impact of activity-based teaching strategy on gifted students’ academic performance. Quantitative methods using a quasi-experimental design were used on a random sample of 330 gifted students selected from 11 Junior secondary schools from Katsina Metropolis, Nigeria. A 60 items Basic Science Achievement Test (BSAT) with reliability coefficient of 0.98 was administered to 11 schools before and after the treatment and scores analyzed using t-tests. The findings revealed significant differences in the academic performance between the experimental group exposed to the activity-based teaching strategy when compared to the control group exposed to the traditional lecture method. These findings recommend schools to adopt the activity-based teaching strategy in science classroom in order to effectively commit student to mastery of the subject in both practical and theoretical terms.
Hamza Omari Mokiwa
Modestum Limited
Background:The Periodic Table of Elements is central to the study of modern Physics and Chemistry. It is however, considered by teachers as difficult to teach. This paper reports on a case study exploring reflections on teaching periodic table concepts in five secondary schools from South Africa.Material and methods:Qualitative methodology of interviews and document analysis were used to collect data from five participants that were purposively selected. One specific research question was addressed: what practices inform Physical Sciences teachers when teaching periodic table of elements?Results:Results showed that all participants were able to describe specific teaching and learning difficulties, such as relating the properties of substances to characteristics of the constituent particles. They further, recognised the importance of using models of atoms and molecules to promote understanding.Conclusions:These findings have implications for science teaching, learning and teacher education.
Hamza Omari Mokiwa
Richtmann Publishing
In South Africa, linguistic diversity is high that policy makers and teachers are being faced with complex issues regarding appropriate ways of teaching a multilingual school population. Majority of teachers and learners come from a language background other than English, yet the language of teaching and learning in most schools is English. This paper reports on a research project which sought to explore the conceptions of English additional language (EAL) teachers about their teaching of Physical science in the medium of English. In this case study the data were collected from semi-structured interviews and lesson observations of four experienced EAL teachers in the KwaZulu-Natal Province of South Africa. Analysis of results showed that a majority of teachers prefer to code-switch, using of both English as well as mother tongue in their classrooms. Whilst there are many factors that influence this code-switching, teachers might use this to ease the problems of understanding on the side of the learners. On the other, teachers challenged by the complexities of second language teaching might prefer to use the children’s mother tongue. Other dynamics include teachers who do not possess the required social and cultural capital linked to the second language. The conclusions found that apprehensive with the thought of examinations they tend to teach in a language they think their learners would understand better. These findings are significant because they contributes to a dynamic notion of additive bilingualism and that more work is required in teachers’ pre-service and in-service training so as to enable them promote multilingualism as enshrined in the South African constitution. DOI: 10.5901/mjss.2014.v5n2p79
Hamza Omari Mokiwa
Richtmann Publishing
Teachers’ conceptions of the Nature of Science (NOS) are central to their instructional decisions and classroom practices. This study aimed at exploring beliefs and understanding of the NOS from a grade 11 Physical Science teacher in relation to her classroom practice. It focused on a single teacher, Ms Seperepere (pseudonym) working in a rural school in the Limpopo Province, South Africa. Data on her conceptions of the NOS were gathered using open-ended questionnaire and lesson observations. The analysis of data indicated that Ms Seperepere held fairly mixed views of the NOS that were also reflected in her classroom practice. The study recommends the NOS to be taught explicitly to student teachers and in-service teachers so as to enable them acquire informed views of NOS. With informed views of the NOS, teachers will be able to design and implement their lessons to promote knowledge and skills in scientific inquiry, understanding of the NOS and the application of the scientific knowledge; as stipulated in the South African Physical Science curriculum. DOI: 10.5901/mjss.2014.v5n2p247
Hamza Omari Mokiwa
Richtmann Publishing
This study aimed at exploring teachers’ instructional practices and conceptions of teaching Physical Science through inquiry. Data were collected using qualitative research methods of individual interviews and observation protocol with the four experienced teachers that were purposively selected. The results revealed that participants used traditional classroom activities more frequently than inquiry-based activities; and whenever they made use of inquiry, they followed a specific order of activities that leads to a more structured or direct type of inquiry. Few used a combination of both traditional classroom activities and inquiry-based activities, leading to a guided type of inquiry. In addition, all participants understood teaching through inquiry as a kind of pedagogy that involves experimentation. This suggests a need for teachers to possess sound knowledge of inquiry and the Nature of Science (NOS); as these are prerequisite for implementing inquiry-based instruction in the classroom. DOI: 10.5901/mjss.2014.v5n23p1074
Hamza Omari Mokiwa and Sindile A. Ngubane-Mokiwa
Richtmann Publishing
RECENT SCHOLAR PUBLICATIONS
MOST CITED SCHOLAR PUBLICATIONS
RESEARCH OUTPUTS (PATENTS, SOFTWARE, PUBLICATIONS, PRODUCTS)
Mokiwa, HO., & Msila, V. (2020). Decolonising Science: Challenging the South African Classroom through Indigenous Knowledge Systems In V. Msila (Eds.), Developing Teaching and Learning in Africa: Decolonising Perspectives (Chapter twelve). Cape Town: Sun Press.
Bhuda, T., Mokiwa, HO., & Pudi, T. (2020). Indigenising Mathematics in Schools – Why Ethnomathematics Matters? In V. Msila (Eds.), Developing Teaching and Learning in Africa: Decolonising Perspectives (Chapter six). Cape Town: Sun Press.
Mokiwa, H. O & Agbenyeku, E. U. (2019). Impact of Activity-Based Teaching Strategy on Gifted Students: A Case of Selected Junior Secondary Schools in Nigeria. Journal for Education of Gifted Young Scientists, 7(3), 421- 434.
Mokiwa, H. O. (2017). Reflections on Teaching Periodic Table Concepts: A Case Study of Selected Schools in South Africa. EURASIA Journal of Mathematics, Science and Technology Education, 13(6).
Mokiwa, H. O. (2014). Teachers' conceptions of teaching Physical science in the medium of English" towards additive bilingualism? Mediterranean Journal of Social Sciences, 5(2), 79-86.
Mokiwa, H. O. (2014). Exploring Grade 11 teachers' conceptions of the nature of science, Mediterranean Journal of Social Sciences, 5(2), 247-254.
Mokiwa, H.O., & Ngubane-Mokiwa, S. A. (2014). Utilization of information communication technology (ICT) for teaching science to young offenders: towards lifelong rehabilitation, Mediterranean Journal of Social Sciences, 5(16), 313-319.
Mokiwa, H.O. (2014). Exploring the teaching of Physical science through inquiry. International Journal of Education Sciences, 7(1), 21-27.
Mokiwa, H. O., & Nkopodi, N. (2014). Inquiry-based teaching in Physical science: Teachers' instructional practices and conceptions. Mediterranean Journal of Social Sciences, 5(23), 1074-1082.
Mokiwa, H.O., & Msila, V. M. (2013). Teachers' conceptions of teaching Physical science in the medium of English: A case study (2013). International Journal of Education Sciences, 5(1), 55-62.