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Doras Sibanda

Position Lecturer
Discipline Science Education
Phone 033 260 6040/031 260 3840
Email sibandad@ukzn.ac.za
Campus Pietermaritzburg campus / Edgewood, campus
Office Address Room 5 Education building. Pietermaritzburg campus/G318 Tutorial building Edgewood, campus

Degrees Held

  • PhD, MEd, BEd, Ad DipEd, Cert. Ed

Research Interests:

  • Dr Sibanda’s primary research interests are in chemistry education, specifically teaching sequences of chemistry concepts, mentoring and teacher knowledge. She has over thirteen years’ experience and has graduated masters.

Teaching Interests:

  • Natural Science
  • PGCE Natural Science teaching specialization
  • Physical Science for Educators
  • Physical Science for Educators
  • Physical Science Method
  • Teaching and learning in Science
  • Assessment in Science



  • 2014: Samaneka. F. An exploration of Grade 10 Life Sciences teachers’ views on the implementation of the Practical examinations in Life Sciences at selected high schools in the Escort region; Co-supervisor (completed 2015).
  • 2014 Mfeka N Exploring the impact of water scarcity on the well-being of primary school learners in the Lubombo region of Swaziland;
  • Sole Supervisor 3nd year (Completed 2017)
  • 2014 Grade Zodwa Dlamini Teacher’s views of water Crisis in Manzini Region of Swaziland: A Case Study of Four Rural Primary Schools 3nd  year; Sole supervisor (Completed 2017)
  • 2014: Magwaza T. I. An exploratory study of factors that contribute to poor performance by Grade 10 to 12 learners in Physical Sciences in Mtunzini circuit;
  •  Main Supervisor 4st year  (Working on Final draft)     
  • 2014 Simelane. VS Exploring Pre-service Teachers’ Experiences in Learning Chemistry at a College in Swaziland. Sole Supervisor 4st year (writing up)
  • 2017 Sisobo, S An exploration of teaching strategies used by Natural Science teachers when teaching Energy and Change content in a grade 9 classroom 1st year; Main supervisor (proposal development).
  • 2017 Ngubane L. Exploring Biological Sciences Preservice Science Teachers’ Sense Making of Assessment Feedback at a South African university, Co-supervisor 1st year  (proposal development)


  • 2015 Nhlengetha,K An exploration of pre-service primary teachers’ Pedagogical Content Knowledge (PCK) in inquiry based science teaching (IBST) in a university in Swaziland.  Co-supervisor 3rd year (writing up)
  • 2016 Alexis Munyengabe Pre-service science teachers’ levels of understanding environmental literacy at a South African university. Supervisor 1st year (proposal writing)

Community Involvement/Outreach:

  • 2008- Current member of organising committee for KZN, Minitek Quiz
  • Member of SAARMSTE

Publications/Selected Publications (2014 – 2016):

Journal Articles:

  • Sibanda, D. (2014). How teachers construct teaching-learning sequences in chemistry education in the Further Education and Training phase. Unpublished PhD thesis, University of KwaZulu-Natal, South Africa.
  • Sibanda, D & Hobden, P.  (2015). Planning teaching sequences for teaching chemical bonding. African Journal of Research in Mathematics, Science and Technology Education. 19(1), 23-33. dx.doi.org/10.1080/102884557.2014.1002298.
  • Sibanda, D & Hobden, P.  (2016). The Sequencing of basic chemistry topics by physical science teachers. African Journal of Research in Mathematics, Science and Technology Education, DOI: 10.1080/18117295.2016.1187505.
  • Mukeredzi, T & Sibanda, D (2016) Part-time PGCE teacher-students: What do they bring to and expect from a formal programme?  Australian Journal of Teacher Education), 41(9), 80-99.
  • Govender, N, Good M-A.& Sibanda,D (2016). Preservice Teachers Collaborative Learning of Gases and Kinetic Molecular Theory (KMT) Using CmapTools©: A Variation Theory Analysis. PONTE International Journal of Sciences and Research, 72 (12), 394-412

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