Yovita Gwekwerere

Dr. Yovita Gwekwerere teaches Primary Junior and Junior Intermediate Science and Technology courses. She is passionate about teaching Science and is dedicated to preparing future teachers who have an understanding of Science and its application to technology and the environment. Dr. Gwekwerere also holds a cross-appointment in the School of the Environment and she teaches Environmental Education and Introduction to Environmental Studies courses.

• PhD. Michigan State University, USA
  
• PGCE. University of Zimbabwe
  
• MSc. Imperial College of Science, technology and Medicine, University of London, United Kingdom
  
• BSc. Hons, University of Zimbabwe
  

Assistant Professor, School of Education

I am currently working on the following projects

Collaborative action research: Embedding environmental and sustainability education in Teacher Education

Developing capacity for French Immersion Science Teachers: A project funded by the Council of Ontario Directors of Education

Learning through play: Using gardens to promote skills development and children's health 

Understanding of science inquity among middle school and high school students

Strengthening capacities for environmental sustainability and education for sustainable development in Southern Africa.

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• 2017: Top 5 Research and Innovation Achievements of 2016 
• 2000::Fulbright Fellow

Books Edited

• Karrow, D., Elliot, P., Guisseppi, M., Gwekwerere, Y. & Inwood, H. (Eds.). (2016). Canadian Perspectives on Initial Teacher Environmental Education Praxis, Fall 2016. Cate Polygraph Book Series. DOI: http://cate-acfe.ca/polygraph-book-series/

Book Chapters

• Gwekwerere, Y. (2016). Environmental Literacy for all: Innovating Environmental Education for Initial Teacher Education Majors and Non-Education Majors. In: D. Karrow, P. Elliot, M. Guisseppi, P, Y. Gwekwerere and H Inwood (Eds.). Canadian Perspectives on Initial Teacher Environmental Education Praxis. Cate Polygraph Series. DOI: http://cate-acfe.ca/polygraph-book-series/
• Gwekwerere, Y. (2016). Schooling and the African Child: Bridging African Epistemiology and Eurocentric Physical Science. In G. Emeagwali and E. Shizha (Eds.). African Indigenous Knowledge and the Sciences: Journeys into the Past and Present. Rotterdam: Sense Publishers. DOI: https://www.sensepublishers.com/media/2759-african-indigenous-knowledge-and-the-sciences.pdf.
• Gallagher, J. J., Floden, R.E., & Gwekwerere, Y. (2012). Context for developing leadership in science and mathematics education in the United states. In B. Fraser, K. Tobin, and C. McRobbie (Eds.), Second Handbook of Science Education. Boston: Kluwer Academic. DOI: http://www.springer.com/us/book/9781402090400.

Manuscripts in Peer Reviewed Journals

• Danyluk, P., Luhanga, F., Gwekwerere, Y., MacEwan, L. & Laroque, S. (2015). Failure to fail in a final pre-service teaching practicum. The Canadian Journal for the Scholarship of Teaching and Learning, 6 (3) Article 5, 1-14. DOI: http://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=1214&context=cjsotl_rcacea
• Gwekwerere, Y. (2014). Pre-service teachers’ perceptions about environmental knowledge, participation and perceptions about environmental education in schools.  Australian Journal of Environmental Education 30 198-214. DOI: https://doi.org/10.1017/aee.2015.15
• Manokore, V., Williams, M. & Gwekwerere, Y. (2014). Students’ resemblance theory: A framework for unpacking students’ conceptions about Mendelian Inheritance. Journal of Education Research and Behavioral Science 3(7) 179-185.
• Luhanga, F., Larocque, S., MacEwan, L., Gwekwerere, Y. & Danyluk, P. (2014). Exploring the Issue of failure to fail in professional education programs: A multidisciplinary  study. Journal of University Teaching and Learning Practice 11(2) Article 3 DOI: http://ro.uow.edu.au/jutlp/vol11/iss2/3
• Gwekwerere, Y., Mushayikwa, E., & Manokore, V. (2013). Empowering teachers to become change agents through the Science Education In-service Teacher Training Project in Zimbabwe. Canadian and International Education Journal  42 (2) Article 3. DOI: http://ir.lib.uwo.ca/cie-eci/vol42/iss2/3/
• Gwekwerere, Y. (2013). Learn It! Do it! Integrating the Environment as a Science Laboratory. Interactions: The Ontario Journal of Environmental Education 25 (5) 6-9.
• Gwekwerere, Y. (2011). Meeting environmental and sustainability challenges: Strategies for increasing environmental awareness and nurturing pro-environmental behaviour among youth. Interactions: 24 (1) 32-35. 
• Gwekwerere, Y. & Buley, J. (2011). Making the invisible visible: Engaging elementary preservice teachers in science and literacy connections. Teaching Science: 57 (2) 36-41.
• Schwartz, C. V. & Gwekwerere, Y. (2007). Using a guided inquiry and modeling instructional framework (EIMA) to support preservice K-8 science teaching. Science Education: 91 (1) 158-186. DOI: http://onlinelibrary.wiley.com/doi/10.1002/sce.20177/abstract
• Gwekwerere, Y. (1997). Pests and diseases of bambara groundnut (Vigna Subterranea L. Verdc.) in Zimbabwe: In Heller, J. F. Begemann and J. mushonga (Eds.). Promoting the conservation and use of underutilized and neglected crops, 9, International Plant Genetics Resource institute. Italy, Rome. DOI: http://pdf.usaid.gov/pdf_docs/Pnach877.pdf

Book Reviews

• Gwekwerere, Y. (2014). Cultural and Pedagogical Inquiry 6(2) 38-41. A review of Bridging Culture, Indigenous and Scientific Ways of Knowing by Glen Aikenhead & Herman Michell (2011). Don Mills ON: Pearson. 196 pp. ISBN: 978-0-132-10557-6
  

• Gwekwerere, Y. (2013). Professionally Speaking: The Magazine of the Ontario College of Teachers. December 2013 p. 50. A review of ‘Potatoes on Rooftops : Farming in the city’ by Hadley Dyer.
  

• Gwekwerere, Y. (2013). Professionally Speaking : The Magazine of the Ontario College of Teachers. March 2013 p. 59. A review of ‘How? The most awesome question and answer book about nature, animals, people, places and – you! By Catherine Ripley.​

Project Reports

• Gwekwerere, Y. & Cractchick K. (2012). It’s the Method that Counts: Using Case Studies and Problem-Based Learning to Teach Science and Other Disciplines. (A KNAER Report submitted to the Ontario Ministry of Education). DOI: http://www.knaer-recrae.ca/toolkit/it-s-the-method-that-counts-using-case-studies-and-problem-based-learning-to-teach-science-and-other-disciplines   
• Gallagher, J.J., Gwekwerere, Y. & Ashmann, S. A., (2006). A Study of Science Education Doctoral Programs in the United States. (National Science Foundation Report).