Dr. Foster Chimbizgani Lungu

Biography

Specialisation

• Physics Education

Publications

• Lungu, F. C. (2017). Difficulties associated with the development of science, mathematics and computer studies preservice teachers’ understanding of pedagogical content knowledge in Malawi. In in Nampota, D. and Kazima (Eds.), Proceedings of the International Conference on Teaching and Proceedings of the International Conference on Teaching and  Learning of Mathematics and Science Learning of Mathematics and Science, pp 74 – 88, Lilongwe, Malawi, 19 – 22 June, 2017.
• Nkhonde, T. A. and Lungu, F. C. (2017), Challenges in the teaching of genetics in Malawian secondary schools: implications for teacher training. In in Nampota, D. and Kazima (Eds.), Proceedings of the International Conference on Teaching and Proceedings of the International Conference on Teaching and Learning of Mathematics and Science  Learning of Mathematics and Science, pp 62 – 73, Lilongwe, Malawi, 19 – 22 June, 2017.
• Nkhonde, T. A. & Lungu, F. C. (2016). Difficulties associated with the teaching of genetics in Malawian secondary schools: the case of four biology teachers. Education and  Society in Southern Africa, Vol 3(3)

• Lungu, F. C.,   Zietsman-Thomas, A and Mundalamo, F. J. (2012). Malawian physical science teachers’ instructional strategies in nuclear physics. In D. Nampota and
  1. Kazima (Eds.), Proceedings of the Annual Conference of the Southern African
  2. Association for Research in Mathematics, Science and Technology Education,

           University of Malawi, Lilongwe, 20(1), 332 -346.

• Lungu, F. C. (2011). Marking and grading: continuous assessment, end-of-semester examinations, awarding and compiling of marks, and the 101 point scale. Paper presented at the symposium for Mzuzu University academic members of staff held at St. John of God Community Services Conference Centre, 3 – 5 May 2011.
• Lungu, F. C. S. (2009). Investigating Malawian physical science teachers’ teaching strategies: a case study in nuclear physics. A thesis submitted to the Faculty of Science,  University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Doctor of Philosophy
• Lungu, F. C.,   Zietsman-Thomas, A and Mundalamo, F. J. (2009). A Malawian secondary school physical science teachers’ strategies for explicating some difficult aspects of nuclear physics. In M. Schafer and C. McNamara (Eds.), Proceedings of the Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education, 17(2), 267 – 274.
• Lungu, F. C., Zietsman-Thomas, A. and Mundalamo, F. J. (2008). Secondary school physics teacher’s approaches to teaching and learning difficulties associated with radioactivity. In F. Mundalamo and A. Lelliot (Eds), Proceedings of the Fourth Biennial Conference of the South African Association of Science and Technology  Educators, pp 29 – 40.
• Lungu, F. C. (2008). Investigating Malawian physical science teachers’ teaching strategies: a case study in nuclear physics. Paper presented at the annual conference of the Southern African Association for Research in Mathematics, Science and Technology Education held in Maseru, Lesotho, 14 – 18 January 2008.
• Lungu, F. C. (2005). The status of Secondary School Science Education in Malawi: Implications for Science Teacher Training. Paper presented at the National Education Conference organised by the Ministry of Education held at the Malawi Institute of Management in Lilongwe, Malawi, 29 March – 1 April 2005.
• Lungu, F.C. (2004).  Investigating Extent to which Malawian Secondary School  Teachers Reflect on the Teaching and Learning Process.  A research report submitted to the Research and Publications Committee of Mzuzu University, Mzuzu, Malawi.