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Femi S. Otulaja
Femi S. Otulaja
The University of the Witwatersrand, Johannesburg, RSA
Verified email at nyu.edu
Title
Cited by
Cited by
Year
Towards culturally relevant classroom science: A theoretical framework focusing on traditional plant healing
V Mpofu, FS Otulaja, E Mushayikwa
Cultural studies of science education 9, 221-242, 2014
632014
Culturally-responsive pedagogy in science education: Narrowing the divide between indigenous and scientific knowledge
D Mhakure, FS Otulaja
The world of science education, 81-100, 2017
322017
Rethinking argumentation-teaching strategies and indigenous knowledge in South African science classrooms
FS Ōtúlājā, A Cameron, A Msimanga
Cultural Studies of Science Education 6, 693-703, 2011
312011
Grit and growth mindset among high school students in a computer programming project: A mixed methods study
D Kench, S Hazelhurst, F Otulaja
ICT Education: 45th Annual Conference of the Southern African Computer …, 2016
262016
Exploring methodologies for researching indigenous knowledge of plant healing for integration into classroom science: Insights related to the data collection phase
V Mpofu, E Mushayikwa, FS Otulaja
African Journal of Research in Mathematics, Science and Technology Education …, 2014
162014
Beads and beadwork as cultural artifacts used in mediating learners’ agentic constructs in science classrooms: A case for place-based learning
SJ Fakoyede, FS Otulaja
Cultural studies of Science education 15, 193-210, 2020
142020
The World of Science Education: Handbook of research in science education in sub-Saharan Africa
FS Otulaja, MB Ogunniyi
Springer, 2017
92017
Using cogenerative dialogue to afford the teaching and learning of biology in an urban high school
FS Otulaja
City University of New York, 2010
42010
Conceptual change research and science education practice: a response from educators
C Siry, G Horowitz, FS Otulaja, N Gillespie, A Shady, LA Augustin
Cultural Studies of Science Education 3, 451-470, 2008
42008
CHAPTER THREE: The Science Curriculum: What Are the Basics and Are We Teaching Them?
FS OTULAJA, MB OGUNNIYI
Counterpoints 442, 17-32, 2018
12018
Introduction and Overview of Chapter Contents: Science Education Development and Research in Sub-Saharan Africa
FS Otulaja, MB Ogunniyi
The World of Science Education, 1-6, 2017
12017
Transforming a Teacher’s and Students’ Ontologies through Small-Group Collective and Collaborative Dialogic Actions in the Urban Science Classroom
FS Otulaja, MV Thornton
Transforming Urban Education, 263-281, 2014
12014
Teachers' Indigenous Knowledge awareness and how to implement it in teaching and learning sciences in South African schools
F Kigozi, F Otulaja, I Risenga, S Dukhan
2021
Sponsors
J Keartland, S Ramaila, S Allie, C Linder, S Saddul-Hauzaree, ...
Journal of Physics: Conference Series 1512, 011002, 2020
2020
Towards culturally relevant classroom science
V Mpofu, FS Otulaja, E Mushayikwa
Springer Science+ Business Media Dordrecht, 2013
2013
Natural Sciences Teachers' Views on Indigenous Knowledge and How to Use it in Teaching and Learning in South African Classrooms
PN Raphothe, F Otulaja, S Dukhan, I Risenga
Learners’ Mentoring Programme: Creating a Second Site for Math Learning In South African Township Schools.
F Otulaja, J Adler, K Kgaphola, WM Connect
SAARMSTE COMMITTEES, 133, 0
Impact of Educational Reforms on the Teaching Styles of Teachers in Rwanda Schools: a Case Study of Three Biology Teachers in Kigali City
C Mukamwambali, F Otulaja, M Doidge
SAARMSTE COMMITTEES, 407, 0
Towards Making Indigenous Knowledge Socially Relevant to Learners: A Review of the Science and Indigenous Knowledge Systems Project
FS Otulaja
21st ANNUAL MEETING OF THE SOUTHERN AFRICAN ASSOCIATION FOR RESEARCH IN …, 0
ROLE MODELING AND LEARNER’S MATHEMATICAL IDENTITY IN A MENTORING PROGRAM IN TOWNSHIP SCHOOLS
FS Otulaja
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