Conveners
Physics for Development, Education and Outreach
- Bako Nyikun AUDU (University of the Western Cape)
Physics for Development, Education and Outreach
- Happy Phage (Central University of Technology, Free State)
Physics for Development, Education and Outreach
- Mark Herbert (University of the Western Cape)
Physics for Development, Education and Outreach: Masoga
- Phala Wesley Masoga (University of Limpopo)
Physics for Development, Education and Outreach
- Derek Fish (University of Zululand)
Physics for Development, Education and Outreach
- Buyi Sondezi (University of Johannesburg)
Physics for Development, Education and Outreach
- Chad Leukes (University of Cape Town)
Physics for Development, Education and Outreach
- Mayhew Steyn (University of Cape Town)
Physics for Development, Education and Outreach
- Mphiriseni Khwanda (University of johannesburg)
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Dr Phala Wesley Masoga (University of Limpopo)07/07/2026, 09:30Track E - Physics for Development, Education and OutreachOral Presentation
This qualitative case study examined Grade 10 learnersโ conceptual understanding of electric circuit concepts through the use of PhET simulations. The study was guided by Stepansโ Conceptual Change Model as the theoretical framework for analysing learnersโ conceptual development. The data was collected from fourteen purposively sampled Grade 10 Physical Sciences learners from a school in the...
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530. Understanding DC Circuits: Student Misconceptions and Implications for Teaching in South AfricaMoreen Coetzee (Akademia)07/07/2026, 09:50Track E - Physics for Development, Education and OutreachOral Presentation
Conceptual understanding of simple DC electric circuits remains a persistent challenge in introductory physics education, particularly at university level. Despite formal instruction, students continue to demonstrate fundamental misconceptions regarding current, potential difference, and the behavior of series and parallel circuits.
This study investigates the conceptual understanding of DC...
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Derek Fish (University of Zululand)07/07/2026, 10:10Track E - Physics for Development, Education and OutreachOral Presentation
Kahoot is a popular learning platform with a quiz-show format which is used for a quick review of student knowledge or to provide some variety in how material is presented. It is one of the most popular worldwide with over 70 million users per month. Many papers have been written on the effectiveness on using Kahoot in the classroom but few focussed specifically on Physics. In addition most...
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Bako Nyikun AUDU (University of the Western Cape)07/07/2026, 11:00Track E - Physics for Development, Education and OutreachOral Presentation
Education remains a critical driver of social transformation and it remain central to South Africa's socio-economic development agenda, particularly within historically marginalized communities. Persistent underperformance in Mathematics and Physical Sciencesโespecially in under-resourced regions such as the Cape Flatsโcontinues to limit learnersโ access to science, technology, engineering,...
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Lufuno Takalani (University of Venda)07/07/2026, 11:20Track E - Physics for Development, Education and OutreachOral Presentation
Practical laboratory work is fundamental to effective teaching and learning in Physical Sciences, yet many secondary school teachers in the Vhembe District of Limpopo, South Africa, show limited engagement in conducting experiments. This study investigates the extent and causes of this challenge within resource-constrained school environments. A concurrent mixed-methods approach was adopted,...
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Joyful Elma Mdhluli (IAU Office of Astronomy for Development)07/07/2026, 11:40Track E - Physics for Development, Education and OutreachOral Presentation
Traditional development approaches are increasingly struggling to respond to the complexity and urgency of contemporary global challenges, including widening inequality, climate instability, and the demand for inclusive and sustainable growth. Many existing development frameworks remain siloed, with limited integration of science, technology, and innovation, constraining their overall...
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Ishiyaku Mbela Abubakar (University of Cape Town South Africa)07/07/2026, 12:00Track E - Physics for Development, Education and OutreachOral Presentation
Visual perception cannot be fully explained by a single model, as it involves both physical models of light and cognitive processes. Light is described through geometrical optics, wave theory, and particle theory, each suited to different contexts; for instance, geometrical optics explains reflection but not diffraction, which requires a wave model. Likewise, phenomena such as the Moon...
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Buyisiwe Sondezi (University of Johannesburg)07/07/2026, 12:20Track E - Physics for Development, Education and OutreachOral Presentation
While it is possible to simulate most of the undergraduate experiments in the physical sciences, it remains critical for modules at the undergraduate level to have a hands-on experimental component. At the institution of higher learning, students acquire assistance from lecturers, lab managers, and laboratory demonstrators for this component. This involvement of laboratory demonstrators is...
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Linda Strubbe (Strubbe Educational Consulting), Tabitha Alango (University of South Africa)07/07/2026, 14:40Track E - Physics for Development, Education and OutreachOral Presentation
In the vision to increase the number of African astronomers, physicists, and related STEM professionals, strengthening undergraduate astronomy and physics education is a crucial (and often overlooked) piece. BLUEshift Africa is a project designed to address this need. BLUEshift is made possible by a Venture Grant from the American Institute of Physics, through the American Astronomical...
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Chad Leukes (University of Cape Town)07/07/2026, 15:00Track E - Physics for Development, Education and OutreachOral Presentation
Learning astronomy presents various challenges that students must overcome to transition from novice to expert. Extensive research has attempted to address these challenges, although most prior studies focussed on documenting studentsโ incorrect reasoning outcomes (โmisconceptionsโ). Few studies sought to understand the fundamental nature of student reasoning about astronomical phenomena. The...
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Nuraan Majiet (University of Cape Town)07/07/2026, 15:20Track E - Physics for Development, Education and OutreachOral Presentation
In physics, it is well understood that many theoretical terms like force, field and spin have an everyday meaning that differs from the physics disciplinary meaning. Many studies in Physics Education Research have explored how this difference can affect studentsโ ability to learn physics. This talk argues that there exists a similar shift in meaning in the experimental physics context....
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Mayhew Steyn (University of Cape Town)07/07/2026, 15:40Track E - Physics for Development, Education and OutreachOral Presentation
Smartphones are equipped with sensors that measure various physical phenomena (such as a magnetometer to measure magnetic fields) along with onboard computational power capable of processing the data from these measurements and displaying them in a human-readable way. These features make smartphones a candidate for use as experimental tools in educational physics laboratories, which has...
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Mphiriseni Khwanda (University of johannesburg)08/07/2026, 09:30Track E - Physics for Development, Education and OutreachOral Presentation
A sound understanding of fundamental concepts is a key goal of science education; however, both pre-service and in-service teachers often demonstrate limited conceptual understanding, particularly in direct current (DC) circuits. Grounded in constructivist learning theory, which emphasizes the role of prior knowledge in meaningful learning, this study highlights the importance of diagnostic...
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Dr FHULUFHELO NEMANGWELE (University of Venda)08/07/2026, 09:50Track E - Physics for Development, Education and OutreachOral Presentation
Science centres play a critical role in advancing STEM education, public engagement and innovation capacity in South Africa. Positioned at the interface of formal education, science policy, and community practice. It addresses persistent challenges such as low participation in STEM and limited access to high-quality STEM learning opportunities. Despite their strategic importance, evaluations...
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Dr Lutendo Phuthu (University of venda), Ms Marandela Mulalo (University of venda), Mr clarence mabaso (University of venda)08/07/2026, 10:10Track E - Physics for Development, Education and OutreachOral Presentation
Extended Curriculum Programmes (ECPs) are designed to enhance student access to higher education in South Africa. Even though there is growing research on extended curriculum programmes, major gaps remain in explaining how students transition into mainstream physics curricula. The aim of this research paper is to examine the relationship between performance in foundation Physics modules and...
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Dr Phala Wesley Masoga (University of Limpopo)08/07/2026, 11:00Track E - Physics for Development, Education and OutreachOral Presentation
This study explored the impact of the Problem-Based Learning (PBL) approach on developing problem-solving skills in electric circuits for Grade 12 learners. Diagnostic reports and classroom formative assessments showed that learners have challenges when solving electric circuits, particularly in real-life questions that require an understanding of current and potential difference, thus...
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Dr Bako Nyikun Audu (University of the Western Cape)08/07/2026, 11:20Track E - Physics for Development, Education and OutreachOral Presentation
Many first-year university students experience difficulties in developing conceptual understanding and problem-solving skills in introductory physics courses. To address these challenges, a structured consultation programme was implemented in the PHY111 course to provide additional academic support outside formal lecture periods. The programme consisted of lunchtime consultation sessions where...
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Prof. Lynndle Square (Unit for Data Science and Computing (UDSC), North-West University, South Africa)08/07/2026, 11:40Track E - Physics for Development, Education and OutreachOral Presentation
Special relativity is one of the topics that many undergraduate students struggle to build intuition for, and previous studies have highlighted persistent conceptual difficulties in this area [1-3]. Difficulties stem largely from the fact that it challenges their classical understanding of space and time. Concepts such as simultaneity, reference frames, time dilation, and Lorentz...
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Ms Seaelo Nonky Ramohoeba (School of physical and chemical sciences, Fuculty of Natural and agricultural sciences, North_West University, South Africa)08/07/2026, 12:00Track E - Physics for Development, Education and OutreachOral Presentation
"what's in the box?" presents a low cost, enquiry driven laboratory activity designed to enhance the teaching of wave physics through an authentic remote sensing framework.in this practical, students are challenged to identify a hidden object inside a sealed box using only distance measurements obtained from a sensor.
The activity is grounded in real world application such as a radar,...
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Ms Magdeline Seabi (Nelson Mandela University)08/07/2026, 12:20Track E - Physics for Development, Education and OutreachOral Presentation
Abstract: While the National Senior Certificate (NSC) university exemption rates have increased, in 2025, this upward trend masks a deepening "Distinction Paradox": a decline in high-level mastery in STEM gateway subjects. This study investigates the systemic disconnect between secondary school preparation and university readiness by examining how specific mathematical sub-skills mediate...
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Dr Bako Nyikun Audu (University of the Western Cape)08/07/2026, 14:50Track E - Physics for Development, Education and OutreachPoster Presentation
First-year physics courses often present significant conceptual and problem-solving challenges for students. To support student learning, a structured consultation programme was implemented in the PHY111 course, providing students with opportunities to engage with physics problems in small collaborative groups outside formal lecture sessions. Tutors received targeted training to facilitate the...
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Dr Hendrik Jacobus van Heerden (University of the Free State)08/07/2026, 15:10Track E - Physics for Development, Education and OutreachOral Presentation
We present a comparative study of the photoelectric effect experiment aimed at enhancing conceptual understanding in undergraduate physics laboratories. A traditional mercury (Hg) lamp with optical filters is evaluated alongside a modified setup using multiple light-emitting diodes (LEDs) as discrete wavelength sources. In addition, two measurement approachesโstopping potential and direct...
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Vuyolwethu Mavityo (UWC)08/07/2026, 15:30Track E - Physics for Development, Education and OutreachOral Presentation
This study responds to growing anecdotal and media reports that Physical Sciences departments in some schools within the Western Cape Education Department are closing. One commonly cited explanation is the declining number of Grade 9 Natural Sciences learners who choose Physical Sciences in the Further Education and Training (FET) phase of secondary schooling. The primary aim of this research...
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Joyful Elma Mdhluli (IAU Office of Astronomy for Development)08/07/2026, 15:50Track E - Physics for Development, Education and OutreachOral Presentation
Astrotourism has emerged as an innovative form of sustainable tourism at the intersection of science engagement, environmental stewardship, and experiential learning. While often associated with stargazing, its broader value lies in translating scientific knowledge into accessible public experiences and fostering appreciation for dark and quiet sky environments.
Beyond its appeal to...
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Mr Lehlohonolo Moloi (University of Witwatersrand)09/07/2026, 11:00Track E - Physics for Development, Education and OutreachOral Presentation
Econophysics uses tools from physics, such as self-organized criticality, to explain economic fluctuations through agent interactions rather than assumptions of perfect rationality. This framework supports physics lecturers in teaching students by contrasting the Bak-Chen-Scheinkman-Woodford self-organized criticality model with Real Business Cycle (RBC) theory, using the rationality debate as...
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Charles Takalana (IAU-OAD)09/07/2026, 11:20Track E - Physics for Development, Education and OutreachOral Presentation
Hack4dev, was launched in May 2022 by Prof. Carolina Odman, with the participation of several partners, including the Inter-University Institute for Data Intensive Astronomy (IDIA), the Office of Astronomy for Development (OAD), the BRICS Intelligent Telescope and Data Network (BITDN), Development in Africa with Radio Astronomy (DARA), and the African Astronomical Society (AfAS). Since then,...
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Peter Horszowski (PERT)09/07/2026, 11:40Track E - Physics for Development, Education and OutreachOral Presentation
First year students at the University of the Western Cape predicted that a sinusoidal model of motion would be quadratic, while third year students at the University of Limpopo predicted a quadratic model would be sinusoidal. In this presentation on the โpractureโ, we suggest that learners have an instinct to โsquashโ their familiar models onto real world experience, and that live data in the...
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Tshifhiwa Ranwaha (University Of Venda)09/07/2026, 14:40Track E - Physics for Development, Education and OutreachOral Presentation
This study addresses the challenge of low teacher confidence and limited pedagogical effectiveness in the teaching of Physical Sciences in under-resourced schools in the Vhembe District. Many teachers struggle with complex topics and practical experiments due to limited training and inadequate laboratory resources.
To address this, a structured teacher development programme was implemented...
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Dr Happy Phage (Central University of Technology, Free State)09/07/2026, 15:00Track E - Physics for Development, Education and OutreachOral Presentation
Trends in education and teacher training have proven that due to the latest developments in technology and curriculum transformation, continuous professional development of educators is vital in promoting and improving the teaching and learning of physical science. Studies have proven that educators are blamed for the learnersโ poor performance. Less studies have been done on the school...
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Mr Odirile Mashalane (Central University of Technology, Free State)09/07/2026, 15:20Track E - Physics for Development, Education and OutreachOral Presentation
The study was about identifying physics pre-service teachers' perceptions and challenges with laboratory experimental work (physics practicals).
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Martin Tarisai Kudinha (CPUT)09/07/2026, 15:40Track E - Physics for Development, Education and OutreachOral Presentation
This study highlights the increasing use of technology in teaching and learning, particularly in improving student understanding of complex concepts in electricity. It investigates the effectiveness of integrating PHET simulations with embedded ChatGPT support on student learning outcomes using a pretestโpost-test design. The students interacted with the simulation while receiving real-time...
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Mark Herbert (University of the Western Cape)09/07/2026, 16:30Track E - Physics for Development, Education and OutreachOral Presentation
Projectile motion is a central topic in secondary school physics curricula and requires the integration of several fundamental kinematic concepts. Despite its importance, both learners and teachers often experience difficulties when solving projectile motion problems. This study investigates how Physical Sciences teachers perceive vertical projectile motion problems and the strategies they use...
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Ronald Engelbrecht (PostGrad Student)09/07/2026, 16:50Track E - Physics for Development, Education and OutreachOral Presentation
This study investigates the extent to which Grade 10 Electricity and Magnetism lesson plans, developed by subject advisory teams during the COVID-19 pandemic, align with the intended goals of South Africaโs Curriculum and Assessment Policy Statement (CAPS) for Physical Sciences. Electricity and Magnetism is widely regarded as a conceptually challenging topic due to its abstract nature, thereby...
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Dr Mark Herbert (University of the Western Cape)09/07/2026, 17:10Track E - Physics for Development, Education and OutreachPoster Presentation
Electricity concepts remain challenging in Physical Sciences education. Modeling Instruction (MI) emphasizes conceptual understanding through multiple representations and active engagement. This study investigates in-service Physical Sciences teachersโ perceptions of Modeling Instruction and examines its impact on their conceptual understanding and problem-solving abilities in DC electric...
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