Mpumelelo Gumede

Degrees Held

  • Bachelor of Education, Durban University of Technology 2013
  • Honours Bachelor of Education, University of South Africa 2017
  • Master of Education, University of KwaZulu-Natal 2020

Research Interests

  • Investigating the development of preservice teachers’ pedagogical content knowledge (PCK) in science education, particularly in the context of teaching kinematics graphs in physical sciences.
  • Analyzing the effectiveness of various instructional strategies in enhancing preservice teachers’ understanding and application of PCK related to kinematics graphs.
  • Examining preservice teachers’ beliefs, attitudes, and misconceptions about teaching and learning kinematics graphs, and how these factors influence their instructional practices.
  • Exploring students’ understanding and misconceptions of kinematics graphs in physical sciences, and the impact of different teaching approaches on student learning outcomes.
  • Investigating the use of concept mapping as a pedagogical tool to facilitate meaningful learning of electric circuits among students.
  • Assessing the effectiveness of concept mapping in promoting conceptual understanding, problem-solving skills, and retention of knowledge in electric circuits.
  • Examining the cognitive processes involved in constructing and interpreting concept maps related to electric circuits, and how these processes contribute to learning outcomes.
  • Identifying barriers and challenges in implementing concept mapping in the teaching and learning of electric circuits, and strategies for overcoming these obstacles.

Teaching Interests

  • Integrating constructivist principles into teaching practices to promote active engagement, critical thinking, and deep understanding among students.
  • Exploring innovative ways to incorporate technology into teaching and learning processes to enhance student motivation, collaboration, and learning outcomes.
  • Utilizing digital tools, such as virtual laboratories, simulations, and interactive multimedia resources, to create authentic and immersive learning experiences for students.
  • Designing and implementing project-based learning activities that leverage technology to foster creativity, problem-solving skills, and real-world application of knowledge.
  • Emphasizing learner-centered approaches that empower students to take ownership of their learning journey, explore their interests, and construct their own meaning through inquiry and discovery.
  • Incorporating collaborative online platforms and communication tools to facilitate peer interaction, knowledge sharing, and collaborative problem-solving in both face-to-face and online learning environments.
  • Promoting reflective practices and metacognitive skills development through the use of digital portfolios, blogs, and self-assessment tools, enabling students to monitor their progress and evaluate their learning experiences.
  • Embracing open educational resources (OER), digital repositories, and online communities to access diverse learning materials, promote accessibility, and support lifelong learning beyond the classroom.

Teaching Expertise

  • Implementing inquiry-based learning approaches that foster active exploration, experimentation, and discovery among students.
  • Designing authentic learning experiences that connect theoretical concepts to real-world applications, leveraging technology to bridge the gap between theory and practice.
  • Utilizing collaborative online platforms and tools to facilitate peer interaction, group projects, and cooperative learning activities, promoting knowledge construction through social interaction.
  • Integrating multimedia resources, such as videos, animations, and interactive simulations, to cater to diverse learning styles and enhance student engagement and understanding.
  • Employing digital assessment methods, including online quizzes, peer evaluations, and multimedia presentations, to provide timely feedback and support formative assessment practices.
  • Emphasizing the development of digital literacy skills, critical thinking, and problem-solving abilities through technology-rich learning environments.
  • Adapting teaching strategies and instructional materials to accommodate diverse learners, including those with different learning preferences, abilities, and backgrounds.
  • Promoting self-directed learning and metacognitive skills development through the use of digital tools for self-assessment, goal-setting, and reflection on learning progress.
  • Engaging in continuous professional development to stay updated on emerging educational technologies and pedagogical approaches, and integrating them effectively into teaching practices.

Community Involvement

  • (2023), Cell EXPLORERS programme, Cell EXPLORERS is an educational outreach programme delivering science activities, using hands-on molecular and cellular biology activities facilitated by local scientists (informal science education providers), to engage the public in the importance of science in society. The programme also trains the next generation of scientists in Education and Public Engagement The founding director of the Cell EXPLORERS programme, School of Biological & Chemical Sciences, University of Galway, Ireland. UKZN team includes, Dr. Sibanda, Dr. Naidoo, Dr. Ndlovu, Dr. Mbuyise, Mr. Gumede, and Mr. Zuma,( )

Student Supervision