School of Education

Nadaraj Govender

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Nadaraj Govender
Nadaraj Govender Associate Professor

Seniority Prof.

Discipline Science Education

Emailgovendern37@ukzn.ac.za

Contact Number 031-260-3469

Office Address CU140, Tutorial Block

Last Updated 2 weeks ago

Degrees Held

  • B.Paed (UDW);
  • B.ED (Hons)-UNISA;
  • B.Sc (Hons-Physics)-UDW;
  • M.Sc (Nucear Physics)-UDW;
  • PhD- Physics Education (UWC)

Experience

  • 7 teaching in primary and high schools, 12 years at Springfield College of Education,15 years at UKZN, in fields of physics, physical sciences, physical sciences methods; science and IKS education at honours, masters and PhD level. Cluster Leader in Science and Technology  from 2005-2010 and 2014-5 in School of Education.

Accomplishments

  • NRF funding for Astronomy year 2009, Publications in journals and books

Awards

  • NRF ThuThuka grant

Research Interests

  • Science Education
  • Physics Education
  • ICT and,
  • IKS.

Teaching Interests

  • Physical Sciences Methods,
  • Issues in science education,
  • Physics Education modules

Supervision

  • Hons, MEd and PhD levels in Science Education and IKS

Community Involvement

  • Co-ordinator of Mintek Annual grade 12 quiz
  • Motivational speaker/seminars/workshops on Science and Astronomy for schools

Publications

  • Juggernath, A & Govender, N(2020).Natural Sciences Teachers’ Beliefs as Barriers for Integrating ICTs in a Technology-rich Context. African Journal of Research in Mathematics, Science and Technology Education, DOI: 1080/18117295.2020.1736854
  • Nhlengethwa, K., Govender, N. Sibanda, D (2020). Final-year pre-service primary school teachers’ understanding of inquiry-based-science teaching. Baltic Science Education.
  • Govender, N. (2019). Subsistence Farmers’ Knowledge in Developing Integrated Critical Pedagogy Education Curricula. Education as Change, 23, 23-pages, https://doi.org/10.25159/1947-9417/5841
  • Ndlovu, C., James, A., & Govender, N. (2019). Towards an IK-SCIE integrative model, A theoretical reflection on the agricultural college curriculum in Zimbabwe. Southern African Journal of Environmental Education, 35(1). DOI 10.4314/sajee.v35i1.7
  • Ndlovu, C., James, A., & Govender, N. (2019). A Case for an IKS-SCIENCE Integrative Curriculum Model in Rural Agricultural Colleges in Zimbabwe. African Journal of Education in Rural Contexts, 1(1), 1-18.
  • Chirikure, T., Govender, N., Sibanda, D., Kolobe, L., Good, M.-A., & Ngema, S. (2019). Adding voices to physical sciences pre-service teachers’ approaches to learning. African Journal of Research in Mathematics, Science and Technology Education, 23(2), 195-205. doi:10.1080/18117295.2019.1654211
  • Olaniyan, A. O., & Govender, N. (2018). Effectiveness of Polya Problem-Solving and Target-Task Collaborative Learning Approaches in Electricity amongst High School Physics Students. Journal of Baltic Science Education, 17(5), 765-777.
  • Govender, N. (2017). Physical sciences teachers' religious and scientific views regarding the origin of the universe and life. International Journal of Science and Mathematics Education., 15(2), 273-292.
  • Govender, N., & Zulu, B. D. (2017). Natural sciences junior high school teachers’ understanding of the nature of science and its impact on their planning of lessons. Journal of Baltic Science Education. 16(3), 366-378.
  • Govender, N., & Khoza, S. B. (2017). Technology in education for teachers. In L. Ramrathan, L. l. Grange & H. Phillip (Eds.), Education Studies for Initial Teacher Development (pp. 66-79). Cape Town: Juta & Company (Pty) Ltd.
  • Govender, N., Mudaly, R., & James, A. (2013). Indigenous Knowledge of Custodians of Zulu Culture – Implications for Multilogical Dialogue in the Academy. Alternation 20(1), 154 – 177
  • Govender, N., & Govender, D. (2014). Change of Science Teachers’ Use of Information and Communication Technology (ICT) Media Resources and its Pedagogical Use in Science Classrooms in a Developing Country.
  • Govender, N. (2014). Re-envisioning Pedagogy for African Higher Education: Students’ Status of Science and IKS via Argumentation Discourses. Alternation  12, 358 – 384.
  • Govender, N. (2015). Developing pre-service teachers’ Subject Matter Knowledge of electromagnetism by integrating concept maps and collaborative learning. African Journal of Research in Mathematics, Science and Technology Education.
  • Govender, N. (2015). Physical sciences teachers’ religious and scientific views regarding the origin of the universe and life. International Journal of Science and Mathematics Education.
  • Govender, N & Bekela, D  (2016). Framework Categorisation of Preservice Physics Teachers’ Conceptions    of Vector-Kinematics, Journal of Baltic Science Education, (Vol. 15, 2016).
  • Govender, N. & Fikeni, T. (2016). Life Science Teachers’ Understanding the Nature of Science in the Context of Biological Evolution and Religion for Teaching. Ponte, 72, No.6, p. 183-208.
  •  
  • Govender, N., & Khoza, S. B. (2017). Technology in education for teachers. In L. Ramrathan, L. l. Grange & H. Phillip (Eds.), Education Studies for Initial Teacher Development (pp. 66-79). Cape Town: Juta & Company (Pty) Ltd.
  • Govender, N. (2015). Conceptual Integration in vector-kinematics. In W. Hugo (Ed.), Conceptual Integration and Educational Analysis (pp. 116-128). Cape Town: HSRC Press.

Thesis, Published Papers and Refereed Conference Proceedings.

  • Bharuth-ram, K,. Haricharun, H.,  Govender, N and Sellschop, J.P.F. International Conference on Applications of the Mossbauer Effect, Nanjing, China, 1991.
  • Bharuth-ram, K,. Haricharun, H.,  Govender, N and Sellschop, J.P.F. Diamond, Oxford, U.K., 1991.
  • Govender, N (1998). A phenomenographic study of college students’ understanding of sign conventions in mechanics. In: 6th Annual meeting of the Southern African Association for research and mathematics and Science Education proceedings. Eds. N.A. Ogude and C. Bohlmann, 14-17 January 1998, 179-190.
  • Govender,  N. (1999). A phenomenographic case study of physics students’ experience of sign  conventions in mechanics. Unpublished PhD thesis, University of the Western Cape, South Africa.
  • Rule, L.C. & Lassila K , Govender , N. and Myeni P (2004).  Restoring Science Education in Apartheid –created areas of South Africa. Proceedings of the International Conference on Education and Information Systems: Technologies and Applications, Volume II, pages 203-206. Edited by F. Malpica, F.Welsch, A Tremantle, and Suarez. 21-25 July,, Orlando, Florida,USA.
  • Govender, N., (2004) . Physical science educators perceptions of the inclusion of astronomy and their conceptions in astronomy with regard to the new FET Physical Sciences curriculum in SA. A poster-paper presented at the International Conference inPhysics Education , University of Kwazulu-Natal, July.
  • Govender, N., (2004).  Primary schools teachers understanding of astronomy. A paper presented at the  International Organization for Science & Technology Education, Poland, July.
  • Govender, N., Bansilal, S., James, A.A. and Stears, M. 2007. “Dynamic Group Learning:vital ingrediants that makes the attendance of international conferences worthwhile. In Proceedings of the 15th Annual Conference of the Southern African Association for research in Mathematics, Science and Technology Education, edited by I. Mutimucuio and M. Cherinda. Maputo: Eduardo Montlane University Press
  • Govender, N, 2007. .Physics students’ mix of understandings of algebraic sign convention in vector-kinematics: A phenomenographic perspective African Journal of Research in Mathematics, Science and Technology Education, 11(1): 61-73.
  • Govender, N. (2008).  Editorial African Journal for Research in Mathematics, Science and Technology Education, Special Edition 12 (1), pp. 1-3.
  • Maharaj, N., Brijlall, D. and Govender, N. (2008).      Preservice mathematics students’ notions of the concept definition of continuity in calculus through collaborative instructional design worksheets.  African Journal for Research in Mathematics, Science and Technology Education, Volume 12 Special Edition 2008, pp. 93-106.
  • Govender, N. (2009).  Rural Lesotho pre-service students’ cultural and indigenous experiences of astronomy (ethnoastronomy) and implications for science education.  Education as Change, 14(1).
  • Good, MA  and Govender, N (2010). Preservice teachers conceptions of  scientific literacy. Proceedings of the 18th Annual Conference of the Southern African Association for research in Mathematics, Science and Technology Education, Durban, UKZN.
  • Naidoo and Govender (2010). Posst-graduate teachers knowledge of and classroom practice  of NOS. Proceedings of the 18th Annual Conference of the Southern African Association for research in Mathematics, Science and Technology Education, Durban, UKZN.
  • Maharaj, N, Brijlall, D and Govender, N (2010). Al learning theory approach in Calculus: motivating a theoretical framework. Proceedings of the 18th Annual Conference of the Southern African Association for research in Mathematics, Science and Technology Education, Durban, UKZN.
  • Govender,  N. (2011). A phenomenographic study of physics students’ understandings of forces and  sign conventions in mechanics. Proceedings of the 19th Annual Conference of the Southern African Association for research in Mathematics, Science and Technology Education,  NW University.
  • Govender, N. (2011). Using the Complexity Theory in Understanding Issues in Indigenous Knowledge Systems-Implications for Postgraduate Curriculum Development. 5th Annual Teaching and Learning Conference Abstracts, 26- 28 September, Westville Campus, University of KwaZulu-Natal.
  • Govender, N. (2011). South African  primary school teachers’ scientific and indigenous conceptions of the Earth-Moon-Sun System. African Journal for Research in Mathematics, Science and Technology Education, 15(2), pp.154-167.
  • Govender, N., James, A., & Mudaly,R.  (2012). IKS and Chiefs and Sangomas- a case for multilogical dialogue for IKS inclusion into the academy. Race, Power and Indigenous Knowledge Systems Conference. UKZN- PMB, KZN
  • Govender, N. (2012). Exploring the PCK of preservice physics students using PhET simulations.  Proceedings of the 20st Annual Conference of the Southern African Association for research in Mathematics, Science and Technology EducationLilongwe, Malawi.
  • Govender, N. (2012). ProvincePreservice physics students’ experiences of ICT simulations and traditional practicals in Light and the Photoelectric Effect.  International Conference’s Proceedings-The Institute of Science and Technology Education (ISTE)Mopani Camp, Kruger National Park, October 21 – 26, 2012, Limpopo.
  • Govender, N. (2013). Masters science students’ perceptions, views and conceptual change of indigenous knowledge-science and technology development in pre-and post-colonized Africa-an analysis via TAP and CAT frameworks. Proceedings of the 21st Annual Conference of the Southern African Association for research in Mathematics, Science and Technology Education, UWC, Belville, Cape Province.
  • Govender, N. (2012). Educational Implications of  Applying the Complexity Approach to Indigenous (IKS)Knowledge Systems Alternation 19(2), 112 – 137.
  • Govender, N (2013) The role of elders (Zulu and Indian women) in KZN in ecofeminism-a case study of IKS. In proceedings of the 4th International Conference of the Science and Indigenous Systems Project, 29th-31st Oct, UWC, Bellville, Cape Province.
  • Govender, N., Mudaly, R., & James, A. (2013). Indigenous Knowledge of Custodians of Zulu Culture – Implications for Multilogical Dialogue in the Academy. Alternation 20(1), 154 – 177
  • Govender, N. (2014). Developing Pre-service teachers’ Pedagogical Knowledge through integrating concept maps and collaborative learning in Electromagnetism  Proceedings of the 22st Annual Conference of the Southern African Association for research in Mathematics, Science and Technology Education, NMMU, Port Elizabeth, E.Cape .
  • Govender, N., & Govender, D. (2014). Change of Science Teachers’ Use of Information and Communication Technology (ICT) Media Resources and its Pedagogical Use in Science Classrooms in a Developing Country.
  • Govender, N. (2014). Re-envisioning Pedagogy for African Higher Education: Students’ Status of Science and IKS via Argumentation Discourses. Alternation  12, 358 – 384.
  • Govender, N. (2015). Conceptual Integration in vector-kinematics. In W. Hugo (Ed.), Conceptual Integration and Educational Analysis (pp. 116-128). Cape Town: HSRC Press.
  • Govender, N. (2015). Developing pre-service teachers’ Subject Matter Knowledge of electromagnetism by integrating concept maps and collaborative learning. African Journal of Research in Mathematics, Science and Technology Education.
  • Govender, N. (2015). Physical sciences teachers’ religious and scientific views regarding the origin of the universe and life. International Journal of Science and Mathematics Education.
  • Govender, N & Bekela D  (2016). Framework Categorisation of Preservice Physics Teachers’ Conceptions    of Vector-Kinematics, JBSE (Vol. 14/15, 2015/2016).
  • Govender, N & Fikeni, T (2016). Life Science Teachers’ Understanding the Nature of Science in the Context of Biological Evolution and Religion for Teaching. Ponte, 72, No.6, p. 183-208.

Conferences

Peer-reviewed Conferences post- since 2002 appointment

  • Rule, L.C. & Lassila, K., Govender, N. and Myeni P (2004). Restoring Science Education in Apartheid –created areas of South Africa. Proceedings of the International Conference on Education and Information Systems: Technologies and Applications, Volume II, pages 203-206. Edited by F. Malpica, F.Welsch, A Tremantle, and Suarez. 21-25 July, Orlando, Florida, USA

[paper present by Rule. 50% contribution]

  • Govender, N., (2004). Physical science educators’ perceptions of the inclusion of astronomy and their conceptions in astronomy with regard to the new FET Physical Sciences curriculum in SA. A poster-paper presented at the International Conference in Physics Education. University of Kwazulu-Natal, July.
  • Govender, N., (2004). Primary schools teachers understanding of astronomy. A paper presented at the International Organization for Science & Technology Education, Poland, July.
  • Govender, N., Bansilal, S., James, A.A. and Stears, M. (2007). “Dynamic Group Learning: vital ingredients that makes the attendance of international conferences worthwhile. In Proceedings of the 15th Annual Conference of the Southern African Association for research in Mathematics, Science and Technology Education, edited by I. Mutimucuio and M. Cherinda. Maputo: Eduardo Montlane University Press.
  • Good and Govender (2010). Preservice teachers’ conceptions of scientific literacy. In V Mudaly (Ed.), Proceedings of the 18th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education, 18-21 January 2010, Pinetown, KZN.
  • Naidoo and Govender (2010). Post-graduate teachers’ knowledge of and classroom practice of NOS. Proceedings of the 18th Annual Conference of the Southern African Association for research in Mathematics, Science and Technology Education, Durban, UKZN.
  • Maharaj, N, Brijlall, D and Govender, N (2010). Al learning theory approach in Calculus: motivating a theoretical framework. Proceedings of the 18th Annual Conference of the Southern African Association for research in Mathematics, Science and Technology Education, Durban, UKZN.
  • Govender, N. (2011). A phenomenographic study of physics students’ understandings of forces and sign conventions in mechanics. In   V Mudaly (Ed.), Proceedings of the 19th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education, 18-21 January 2011, NW University,
  • Govender, N. (2011). Using the Complexity Theory in Understanding Issues in Indigenous Knowledge Systems-Implications for Postgraduate Curriculum Development. 5th Annual Teaching and Learning Conference Abstracts, 26- 28 September, Westville Campus, University of KwaZulu-Natal.
  • Govender, N., James, A., & Mudaly, R. (2012). IKS and Chiefs and Sangomas- a case for multilogical dialogue for IKS inclusion into the academy. Race, Power and Indigenous Knowledge Systems Conference. UKZN- PMB, KZN.
  • Govender, N. (2012). Exploring the PCK of preservice physics students using PhET simulations. Proceedings of the 20th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education, 15-19 January 2012, Lilongwe, Malawi, pp.
  • Govender, N. (2012). Indigenous Knowledge System contributions of Ngunis of Southern Africa (Zulus & Swazis) towards science, technology and social justice education. IOSTE XV International Symposium, 28 October 2012, Yasmine, Hammamet, Tunisa.
  • Govender, N. (2012). ProvincePreservice physics students’ experiences of ICT simulations and traditional practicals in Light and the Photoelectric Effect. International Conference’s Proceedings-The Institute of Science and Technology Education (ISTE), Mopani Camp, Kruger National Park, October 21 – 26, 2012, Limpopo.
  • Govender, N. (2013). Masters science students’ perceptions, views and conceptual change of indigenous knowledge-science and technology development in pre-and post-colonized Africa-an analysis via TAP and CAT frameworks. Proceedings of the 21st Annual Conference of the Southern African Association for research in Mathematics, Science and Technology Education, UWC, Belville, Cape Province.
  • Govender, N (2013). The role of elders (Zulu and Indian women) in KZN in ecofeminism-a case study of IKS. In proceedings of the 4th International Conference of the Science and Indigenous Systems Project, 29th-31st Oct, UWC, Bellville, Cape Province.
  • Govender, N. (2014). Developing Pre-service teachers’ Pedagogical Knowledge through integrating concept maps and collaborative learning in Electromagnetism. Proceedings of the 22st Annual Conference of the Southern African Association for research in Mathematics, Science and Technology Education, NMMU, Port Elizabeth, E. Cape.
  • Govender, N., & Govender, D. (2014). Change of Science Teachers’ Use of Information and Communication Technology (ICT) Media Resources and its Pedagogical Use in Science Classrooms in a Developing Country. Mocambique.
  • Govender, N. (2014). How memories are stored in custodians of Zulu culture via their indigenous knowledge system! Memory in Africa. 2nd Annual Memory Studies Conference, 14-15 November 2014, University of KwaZulu-Natal, Durban.
  • Linder, A., Eriksson, M., Govender, N. and Linder, C., 2014. Algebraic signs in introductory kinematics: How university physics students conceptualize their use in problem solving. In Poster presented at the International Conference on Physics Education, August 18-22. Córdoba Sheraton Hotel, Córdoba, Argentina.
  • Govender, N., Kriek, J., & Dega, B.G. (2015).  International Conference’s Proceedings-The Institute of Science and Technology Education (ISTE), Mopani Camp, Kruger National Park, October 21 – 26, 2015, Limpopo Proceedings of ISTE 2015 International conference on Mathematics, Science and technology Education.
  • Govender, N., Mudaly, R, & James, A.  (2015). 10th Annual Teaching and Learning Conference Abstracts, 27- 29 September, Southern Sun Hotel, Durban, KwaZulu-Natal.
  • Govender, N., Good, M-A., & Sibanda, D.  (2016). 11th Annual Teaching and Learning Conference Abstracts, 27- 29 September, Southern Sun Hotel, Durban, KwaZulu-Natal.
  • Ndlovu, C, James, A., & Govender, N.  (2016). Contextualising the Agricultural Curriculum: A case of an Agricultural College in Zimbabawe. 11th Annual Teaching and Learning Conference Abstracts, 27- 29 September, Southern Sun Hotel, Durban, KwaZulu-Natal.
  • Govender, N., & Zulu, B.G (2017). Proceedings of the 25th Annual Conference of the Southern African Association for research in Mathematics, Science and Technology Education, CUT, Bloemfontein, Free State.
  • A. James, R. Mudaly & N. Govender (2017). 1st Environmental sustainable action and community development in Environmental Conference Abstracts, 24- 26th January, UKZN, KwaZulu-Natal.
  • Govender, N (2017). Working with farmers to develop curricula in science education. 2nd Environmental sustainable action and community development in Environmental Conference Abstracts, 4- 2th April, UKZN, KwaZulu-Natal.
  • Govender, N. (2018). Careers in SMT and Engineering. Minquiz KZN urban and rural teachers seminar presentation on 17 May at UKZN, Edgewood Campus
  • Juggernath, A & Govender, N. (2019). Learner Perceptions and Attitude as Barriers Identified by Natural Science Teachers in Integrating ICT in Technology Rich Environments. Proceedings of the 27th Annual Conference of the Southern African Association for research in Mathematics, Science and Technology Education, 15-17th Jan, 2019. Durban. Editors: Govender et. al.
  • Olaniyan, A.O., & Govender, N. (2019). Assessing pre-service teachers’ conceptual knowledge of mechanical waves. Proceedings of the 27th Annual Conference of the Southern African Association for research in Mathematics, Science and Technology Education, 15-17th Jan, 2019. Durban. Editors: Govender et. al.
  • Govender, N., & Juggernath, A, (2020). SCIENCE TEACHERS’ CRITICAL REFLECTIONS OF ICT USE IN A WELL-RESOURCED SCHOOL (Long peer-reviewed paper-DHET approved). Proceedings of the 28th Annual Conference of the Southern African Association for research in Mathematics, Science and Technology Education. Proceedings of the 28th Annual Conference of the Southern African Association for research in Mathematics, Science and Technology Education, 14-16th Jan, 2020. Port Elizabeth. Editors: Pamela Vale, Lise Westaway, Zukiswa Nhase & Ingrid Schudel. ISBN 978-0-6398352-0-4
  • Olaniyan, O.A., & Govender, N, (2020). An Investigation of University Physics Students’ Conception of the Propagation of Sound (Long Peer-reviewed Paper-DHET approved). Proceedings of the 28th Annual Conference of the Southern African Association for research in Mathematics, Science and Technology Education, 14-16th Jan, 2020. Port Elizabeth. Editors: Pamela Vale, Lise Westaway, Zukiswa Nhase & Ingrid Schudel. ISBN 978-0-6398352-0-4.
  • Govender, N (2020). Poster presentation. SUBSISTENCE FARMERS’ HABITS OF MIND AND IMPLICATIONS FOR SCIENCE. Proceedings of the 28th Annual Conference of the Southern African Association for research in Mathematics, Science and Technology Education, 14-16th Jan, 2020. Port Elizabeth. Editors: Pamela Vale, Lise Westaway, Zukiswa Nhase & Ingrid Schudel. ISBN 978-0-6398352-0-4.