Degrees Held
- PhD, UWC, 1999
- MSc (Physics), UDW, 1991
- Sc Hons (Physics), UDW, 1989
- BEd Hons -Education, UNISA, 1986
- B.Paed (Sc), UDW, 1982
Experience
- 7 teaching in primary and high schools, 12 years at Springfield College of Education, 23 years at UKZN, in fields of physics, physical sciences, physical sciences methods; science and IKS and ICT education at honours, masters and PhD level. Cluster Leader in Science and Technology from 2005-2010 and 2014-5 in School of Education. Currently promoted 11 Masters and PhD in Science Education.
Accomplishments
- NRF funding for Astronomy year 2009, Publications in journals and books
Awards
- NRF ThuThuka grant
Research Interests
- Physics Education
- Indigenous Knowledge Systems
- ICT
- STEM education and AI Education
Teaching Interests
- Physics Education and Phy Sc Methods
- Issues (IKS, ICT etc) in Science Education
- Assessment in Science Education
- STEM education, AI in Education and AI Literacy
Selected Publications
Journal Articles
Chapters in Books
Journal Articles
- Govender, N (2023). Small-Scale and Subsistence Farmers’ Resilience and Sustainable Livelihoods due to COVID-19: Possibilities of Networking with ICT and WhatsApp., Alternation Special Edition 41, 407 – 441. Print ISSN 1023-1757; Electronic ISSN: 2519-5476; DOI https://doi.org/10.29086/2519-5476/2023/sp41a05
- Yenkannah, S, Pillay, A, Govender, N, Rugoonundhan, C (2023). Maintaining Ancestral Languages Through Extension Schools: The Case of Telegu in Mauritius. South Asian Diaspora., 15(1), 97-111.
- Fasinu, V. G., Govender, N., & Kumar, P. (2023). An empirically-based practical-realistic pedagogic mathematical model for teaching and learning of an antenna theory and design course. EURASIA Journal of Mathematics, Science and Technology Education, 19(1), em2207. https://doi.org/10.29333/ejmste/12769
- Olaniyan, B. S., & Govender, N. (2023). Responding to Climate Change: Indigenous knowledge lessons from Nigerian root and tuber farmers. AlterNative: An International Journal of Indigenous Peoples, 19(2), 314-323. [Q1]
- Govender, (2022). Preservice Science Teachers’ Experiences of Food Garden Projects: Implications for Education for Sustainable Development (ESD) in Curriculum Transformation. Journal of Contemporary Educational Studies/Sodobna Pedagogika, 73(2). 245-263
- Eriksson, , Euler, E., Linder, C., Eriksson, U., & Govender, N. (2022). The variation of university physics students’ experience of plus and minus signs in 1D vector-kinematics revisited. African Journal of Research in Mathematics, Science and Technology Education, 26(1), 63-76.
- Govender, , & Mudzamiri, E. (2022). Incorporating indigenous artefacts in developing an integrated indigenous-pedagogical model in high school physics curriculum: views of elders, teachers and learners, Cultural Studies in Science Education, 17(3), 827-850.https://doi.org/10.1177/1177180120970
- Allu, D., Govender, , & James, A. (2022). Cultural Production, Reproduction and Subversion of Gender Stereotyping among Pre-Service Science Teachers: Insights from Science Educators. Education Sciences, 12(9), 621.
- Fasinu, GV, Govender, N & Kumar, P (2021). Engineering Academics’ Strategies of Teaching Mathematical Modelling in Antenna Theory and Universal Journal of Educational Research, 9(11), 1857-1865. http://www.hrpub.org. DOI: 10.13189/ujer.2021.091105
- Mudzamiri, E & Govender, N (2021). Creating Indigenous Knowledge Spaces in Physics Learning Environments: Views and Insights from High School Physics Teachers. Universal Journal of Educational Research. Universal Journal of Educational Research, 9(9),1628-1640, http://www.hrpub.org.
- Fasinu, GV, Govender, N & Kumar, P (2021) (In Press), ‘Engineering Academics’ Strategies of Teaching Mathematical Modelling in Antenna Theory and Design’. Universal Journal of Educational Research.
- Mudzamiri, E & Govender, N (2021-In Press), ‘Creating Indigenous Knowledge Spaces in Physics Learning Environments: Views and Insights from High School Physics Teachers’. Universal Journal of Educational Research.
- Govender, N & Mudzamiri, E (2021), ‘Incorporating indigenous artefacts in developing an integrated indigenous-pedagogical model in high school physics curriculum: views of elders, teachers and learners. Cultural Studies in Science Education’. DOI : 10.1007/s11422-021-10076-2.
- Khanysile Brenda Nhlengethwa , Nadaraj Govender & Doras Sibanda (2021): Primary school pre-service teachers’ enactment of inquiry-based-science teaching, Education 3-13. https:// org/10.1080/03004279.2020.1854958.
- Govender, N., & Mutendera, G. (2020),’Teachers’ and custodians’ views and dilemmas arising thereof regarding the integration of indigenous knowledge in the primary school’. AlterNative: An International Journal of Indigenous Peoples, 16(4), 1177180120970935.
- 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, 105- https://doi.org/10.1080/18117295.2020.1736854.
- Nhlengethwa, K. B., Govender, N., & Sibanda, (2020), ‘FINAL-YEAR PRE-SERVICE PRIMARY SCHOOL TEACHERS’UNDERSTANDING OF INQUIRY-BASED-SCIENCE TEACHING’. Journal of Baltic Science Education, 19(3). https://doi.org/10.33225/jbse/20.19.454 .
- Govender, (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, , 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, , 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, 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 , 15(2), 273-292.
- Govender, , & 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., Good, M.-A., & Sibanda, D. (2016), ‘Preservice Teachers Collaborative Learning of Gases and Kinetic Molecular Theory (KMT) using CmapTools©: A Variation Theory Analysis’. PONTE 72(12), 394-412.
- Dega, G., & Govender, N. (2016), ‘Assessment of Students’ Scientific and Alternative Conceptions of Energy and Momentum Using Concentration Analysis’. African Journal of Research in Mathematics, Science and Technology Education, 1-13.
- Govender, , & Dega, B. G. (2016), ‘Framework Categorisation of Preservice Physics Teachers’ Conceptions of Vector-Kinematics’. Journal of Baltic Science Education, 15(3), 325-339.
- Govender, (2016), ‘Locating the centrality of African Languages and African Indigenous Knowledge in the Embodiment thesis: Implications for education’. Studies of Tribes and Tribal 14(2), 68-79.
- Govender, N., Mudaly, R., & James, A. (2016), ‘Engaging indigenous knowledge holders in teaching preservice teachers in IKS food production and practices: Implications for higher education’. Alternation, 23(1), 180-207.
- Govender, N., & Fikeni, (2016), ‘Life Science Teachers’ Understanding the Nature of Science in the Context of Biological Evolution and Religion for Teaching’. PONTE, 72(6), 183-208.
- Govender, (2011), ‘South African primary science teachers’ scientific and indigenous conceptions of the Earth- Moon-Sun system’. African Journal of Research in Mathematics, Science and Technology Education, 15(2), 154- 167.
- Govender, N. (2012), ‘Educational Implications of Applying the Complexity Approach to Indigenous (IKS) Knowledge Systems’. Alternation 19(2), 112 –
- Govender, N. (2009), ‘Rural Basotho preservice students’ cultural and indigenous experiences of astronomy (ethnoastronomy) and implications for science education’. Education as Change, 12(1), 113-130.
- 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, 12, Special Edition 2008, 93-106.
- Govender, N., Ramsuran, A., & Dhunpath, R. (2008), ‘Clifford Malcolm: glimpses of his South African legacy of hope’. Cultural Studies of Science Education, 3, 567-580.
- Govender, (2008), ‘Editorial’. African Journal for Research in Mathematics, Science and Technology Education, Special Edition 12 (1), pp. 1-3.
- Govender, N. (2007), ‘Physics student teachers’ 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.
Chapters in Books
- Govender, N (2023). Chapter 6: Attributes and Relationships in the Supervisor – Supervisee Partnership: An Autoethnographic Study. In: Transforming Postgraduate Education in Africa. Editors Michael Anthony Samuel, Hyleen Mariaye. pp.141-166.
- Govender, N & Baijnath. (2022). Amaranth (Amaranthus) Leafy Vegetable. In Sivakumar, D., Netzel, M. & Sultanbawa, Y (eds): Handbook of Phytonutrients in Indigenous Fruits and Vegetables, 50-68. GB: Centre for Agriculture and Bioscience International (CABI). https://doi.org/10.1079/9781789248067.0004
- Govender, N & Baijnath (2021-In Press), Amaranth (genus Amaranthus) Leafy Vegetable. Chapter in Phytonutrients in Indigenous Fruits and Vegetables, Centre for Agriculture and Bioscience International (CABI).
- Ndlovu, C., James, A., & Govender, N. (2021), Can IK and Western science be complementary in an IK-SCIE agricultural curriculum? Theorising for an appropriate agricultural curriculum. In K.G. Fomunyam & S.B. Khoza (Eds.), Curriculum Theory, Curriculum Theorising, and the Theoriser: The African Theorising Perspective (1 ed., pp. 106-130). Leiden – Boston: Brill – SENSE.
- Govender, , & 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, (2015), Conceptual Integration in vector-kinematics. In W. Hugo (Ed.), Conceptual Integration and Educational Analysis (pp. 116-128). Cape Town: HSRC Press.
- Govender, N. (2006), Astronomy Education through In-service Training. In Ryszard Janiuk, Elwir Samonek-Miciuk (Eds.). Science and technology education for a diverse world.
Conferences
- 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.
Supervision
Masters
PhD
Masters
- Naidoo KK (2009/2010) Post-Graduate Physical Science Teachers’ knowledge and classroom practice of the Nature of Science in KwaZulu-Natal.
- Good Mary-Anne (2009/2012) Physical Science Students conceptions of Scientific
- Fikeni T (2014/2015) Life Science Teachers’ Understanding the Nature of Science in the Context of Biological Evolution
- Zulu B Duduzile (2014/2016) Natural Sciences teachers’ understanding of Nature of Science: A case study of six teachers in Umsunduzi circuit in Kwazulu-Natal.
- Juggernath Avashkumar (2016/2017) Exploring Grade 8 Natural Science Teachers’ Use of Information Communication Technologies (ICT) in Teaching Natural Sciences: A Case Study in a Public School in Kwazulu-Natal.
- Gadikzwa Rudolph (2017/2019) Exploring the effects of computer simulations in developing conceptual understanding of grade 10 learners in direct current
- Mobono P Pasika (2017/2020) Grade 11 Agricultural Science Teachers’ Topic Specific Pedagogical Content Knowledge in Teaching Organic Compounds: Action- Research in Selected Schools in Libode
- Njoko Antonio Nqobile (2019/2021) A Self-Study of a Novice Teacher’s Experiences of using Information and Communication Technology (ICT) in Teaching Grade 10 Physical
PhD
- Ndlovu C (2016/2018) The integration of agricultural indigenous knowledge in the Agricultural College curriculum: A case of Esigodini Agricultural College in Zimbabwe.
- Nhlengethwa Khanyisile (2017/2020) Swaziland Pre-Service Teachers’ Understanding and Enactment of Inquiry-Based- Science Teaching: A Case of a University in
- Mudzamiri Edson (2016/2020) Integrating Indigenous Knowledge (IK) Artefacts and IK Strategies in Teaching Mechanics: Insights from community elders, physics teachers, and learners in Masvingo District,
- Juggernath Avashkumer (2019/2021) Exploring Teachers’ Experiences of Lesson Study for Integrating Information and Communication Technologies in
Community Engagement
- 2021-2024. UKZN-MIE STEM collaboration project.
- (2003-2005), Teachers and students’ understanding in basic astronomy. National Research Foundation- Thuthuka Grant, visited SALT telescope in Sutherland and created a video for SALT for lecturer and students’ use.
- (2006-2010), Indigenous Astronomy, Field trips conducted to Northern- Southern KZN
- (2009), Year of Astronomy-, Created and developed National Astronomy Senior Primary Olympiad for grades 8/9 and Junior Primary School Designed and modelled Solar System to scale and hung in science- technology corridor.
- (2012-13), ICT simulations Project in Physical Science, Explored how ICT simulations software can enhance learning and
- (2013-2014), Developing a framework of pedagogical content knowledge (PCK) of IKS learning and teaching in education Explored pre-service education students’ and their community’s ethno-astronomical
- (2014-2016). Preservice students’ understanding of Gases. The aim was to explore conceptual understanding of Gases using concept maps drawn via ICT.
- (2014-15), Swedish and SA students’ understanding of signs in physics. Worked with UCT, Uppsala and UKZN in Mechanics in Physics.
- (2018-2018), Small scale farmers knowledge and skills for inclusion in developing education An exploration of IKS in farmers and integration into curricula.
- (2019/20), Subsistence farmers use of ICT. Exploring how ICT is used by local farmers.
- (2001-2019), Minteks sponsored quiz for Grade 12 learners held at Edgewood Campus annually.