Paul N Iwuanyanwu (Author) (0000-0001-7641-6238)

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Paul Iwuanyanwu is a Senior lecturer in Physics Education at Northwest University’s Potchefstroom campus in the School of Mathematics, Science, and Technology Education. Dr Iwuanyanwu conducts research related to pedagogy, argumentation, indigenous knowledge systems and cultural studies, philosophy of science and education, inquiry-based learning, mathematical thinking in physics, problem-based learning, STEM education. He has published over a dozen articles in top-tier journals and conference proceedings. He is a member of various research organizations, including National Association for Research in Science Teaching (NARST), Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE), African Association for the Study of Indigenous Knowledge Systems (AASIKS), and International Community of Researchers in Science and Mathematics Education (ICRSME). He presently serves on the editorial board of Interdisciplinary Journal of Environmental and Science Education (IJESE), Journal of Education in Science, Environment and Health (JESEH).

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North-West University: Potchefstroom, North West, ZA

2022-01-01 to present | Lecturer (School of Mathematics, Science and Technology Education)

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Paul N Iwuanyanwu (Author)

https://orcid.org/0000-0001-7641-6238

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Employment (3)

North-West University: Potchefstroom, North West, ZA

UNIVERSITY OF CAPE TOWN: CAPE TOWN, WESETRN PROVINCE, ZA

University of the Western Cape: Bellville, Western Cape, ZA

Education and qualifications (1)

UNIVERSITY OF THE WESTERN CAPE : CAPE TOWN, WESTERN PROVINCE, ZA

Works (22)

Analysis of Teachers’ Perspectives Towards the Use of IKS to Improve STEM Education for Sustainable Development

A Reimagining of Education and Research Involving Indigenous Communities

When Science Is Taught This Way, Students Become Critical Friends: Setting the Stage for Student Teachers

Preparing Teachers for Culturally Responsive Education

Affordances of African indigenous knowledge and practices

Investigating South African pupils’ conceptions of what is inside their heads

What Students Gain by Learning Through Argumentation

Is science really for me? Gender differences in student attitudes toward science

Facilitating Problem Solving in a University Undergraduate Physics Classroom: The Case of Students’ Self-Efficacy

Addressing common deficiencies of mathematics skills among chemistry student teachers

Contemporary Problems of Teaching and Learning in Mathematics Education

Nature of problem-solving skills for 21st Century STEM Learners: What teachers need to know

Effects of Dialogical Argumentation Instructional Model on Pre-service Teachers’ Ability to Solve Conceptual Mathematical Problems in Physics

Students’ reasoning and utilization of argumentation skills in solving chemical kinematics calculus-based problems.

Teaching science to culturally diverse learners: The teacher’s role

Western Cape Teachers’ Experiences of Mathematics, Science and Language Education during and after apartheid era and their views on curricula decolonization

Entry Level Capability of Newly Qualified Science and Technology Teachers into the Teaching Profession

Students’ understanding of calculus-based kinematics and the arguments they generated for problem-solving: The case of understanding physics

What we Teach in Science, and What Learners Learn: A Gap that Needs Bridging

Teaching pre-service teachers who perceive fear and ignorance of chemicals: why should this be a concern to chemistry teachers?

Challenges facing pre-service teachers in developing conceptual resources needed to solve science problems

Scientific and Indigenous Worldviews of Pre-service Teachers in an Interactive Learning Environment

Peer review (6 reviews for 5 publications/grants)