Prof Lydia Mavuru

Overview

Short biography Prof Lydia Mavuru is a Professor in Science Education and Head of Department of Mathematics, Science and Technology Education (MSTEd) in the Faculty of Education. She holds a PhD in Science Education (UJ), a Master of Science Education Degree in Biology (UZ) amongst other qualifications in science education. Having previously been involved with in-service science teacher development, Prof Mavuru acquired valuable knowledge and skills on how meaningful teaching can be attained in diverse learning contexts. These include how to assess students’ needs, and how to design modules and develop learning materials according to these needs which is a critical competence for a teacher education. Embracing diversity as a resource informs her teaching. She teaches both undergraduate and postgraduate programmes in Life Sciences Methodology and Science Education modules. She supervises Honours, Master’s and PhD studies in science education. Research interests Prof Lydia Mavuru’s main research interest is in integrating socio-cultural perspectives in science teaching and learning focusing on social constructivist pedagogies and consideration of equity and diversity in making science concepts more comprehensible and relevant to learners from diverse backgrounds. Her thrust is the integration of Indigenous Knowledge Systems (IKS), (herein referred to as sociocultural background) and teacher efficacy in IKS integration in the science classrooms. Her argument is by recognising the learners’ diverse sociocultural beliefs, experiences, practices, and home languages in the science classrooms, science concepts become more relevant and accessible to learners of diverse socio-cultural backgrounds. Recently she has extended sociocultural perspectives to include gender issues in science classrooms. By this Professor Mavuru underscores the need to explore gender stereotypical practices and nuances in science classrooms with the aim of professionally developing teachers to implement gender responsive pedagogies in their science classrooms. Google Scholar | ORCiD | ResearchGate | Scopus