Full Member
Angela Antoinette James
Membership since:
2025
Field of activity:
Other Memberships/Affiliations
International Organization of Science and Technology Education (IOSTE)
Degrees:
2009
Doctorate Social and Economic Sciences
Science, Education - Curriculum focus
2000
Master Social and Economic Sciences
Interdisciplinary - Science and Education, Curriculum , Higher Education
Publications resulting from Research
• Opoku, M. & James, A. (2020). CHALLENGES OF TEACHING INDIGENOUS ENVIRONMENTAL SUSTAINABILITY AS A SCIENCE CURRICULUM DECOLONISATION MEASURE IN SOUTH AFRICAN SENIOR HIGH SCHOOLS: PERSPECTIVES OF LIFE SCIENCES TEACHERS AND ZULU INDIGENOUS KNOWLEDGE HOLDERS. Ponte Academic Journal, 76(2). doi: 10.21506/j.ponte.2020.2.7 Contribution: 50%
• Gräntzdörffer, A. J., Elster, D., & James, A. (2019). Untersuchung des Mensch-Natur- Verhältnisses junger Menschen: Erkenntnisse einer quantitativen Ländervergleichsstudie zwischen Bremen und Durban (Südafrika) [English - Human-Nature-Relationships: A comparative study between young people in Bremen and Durban (South Africa)]. Umweltpsychologie, 23(2), 116-130.
• James, A. Beni, S., & Stears, M. (2019). Teaching science in the foundation phase: Where are the gaps and how are they accounted for? South African Journal of Childhood Education, 9(1). DOI: https://doi.org/10.4102/sajce.v9i1.759
• Gräntzdörffer, A. J., James, A., & Elster, D. (2019). Exploring Human-Nature Relationships amongst Young People: Findings of a Quantitative Survey between Germany and South Africa. International Journal of Environmental and Science Education 14(7), 417-424.
• Ndlovu, C., James, A., & Govender, N. (2019). A Case for an IKS-SCIENCE Integrative Curriculum Model in Rural Agricultural Colleges in Zimbabwe. African Journal of Education in Rural Contexts, 1(1), 1-18.
• Ndlovu, C., James, A., & Govender, N. (2019). Towards an IK-SCIE integrative model: A theoretical reflection on the agricultural college curriculum in Zimbabwe. Southern African Journal of Environmental Education, 35, 1-17.
• Setoromo, M., Bansilal, S., & James, A. (2018). Lesotho Grade R teachers’ mathematical knowledge for teaching numeracy. South African Journal of Childhood Education, 8 (2), 1-9.
• James, A., & Stears, M. (2017). Pre-Service Teachers’ Learning in a Science Enhancement Programme: a Case study at a South African University. Ponte. DOI: 10.21506/j.ponte.2017.8.26
• Beni, S., Stears, M. & James, A. (2017). Foundation phase teachers’ interpretation of the life skills programme with regard to the teaching of natural science online publication (https://www.sajce.co.za/index.php/sajce/article/view/440/496).
• James, A., & Lamanauskas, V. (2017). Environmental sustainable action and community development: A review of a conference. Gamtamokslinis ugdymas / Natural Science Education, 14 (1), 55-61.
• Govender, F., Mudaly, R. & James, A. (2016). Preservice teachers’ views and reflections of science and Indigenous Knowledge Systems – implications for responsive and innovative pedagogies in Higher Education – Alternations
• Stears, M., James, A., Clément, P. Dempster, E.(2016). Creationist and evolutionist views of South African teachers with different religious affiliations. South African Journal of Science. 112(5/6), 76-85.
• Bansilal, S. & James, A. (2016). Physical Science Teachers; perceptions of an Advanced Certificate in Education, Problems of Education in the 21st Century, 70, 21-33.
• James, A. (2016). Collaborating and disseminating Science: sharing ideas, projects and learnings – Prof. (HP) Dr. Lamanauskas (a Lithuanian) in South Africa. Natural Science Education, 13(1), 33-39. (ISSN 1648-939X). Contribution: 100%.
• James, A., Bansilal, S., Webb, L., Goba, B. & Khuzwayo, H. (2015). Teacher Professional Development Programmes In MST For Developing Contexts. Africa Education Review, 12(2), 145-160.
• Khuzwayo, H. B. Bansilal, S. Webb, L., James, A. & Goba, B. (2015). Enabling Teacher Learning in Rural Districts: A Focus on Classroom Support. International Journal of Educational Science, 11(3), 300-311.
• Moodley, K., James, A. & Stears, M. (2015). Reflections of a Novice Academic Writer. Educational Research for Social Change, Vol 4 No. 2, 75-88. Contribution: (50%.) ISSN 2221-4070
• Bansilal,S., Webb, L. & James, A. (2015). Teacher training for mathematical literacy: A case study taking the past into the future. South African Journal of Education, 35, 1. 75-88.
• Stears M & James, A. (2014) Do Grade 12 Life Sciences’ Results Predict Competence with Regard to Knowledge and Skills Required in First Year Biology Education? Alternation Special Edition. 12, pp. 306 – 325. (ISSN 1023-1757). Contribution: 50%.
• James, A, (2014) . Empowering female students for climate change intervention: The case of University of KwaZulu-Natal ENACTUS. Agenda: Empowering women for gender equity, Published online: 11 Aug 2014. Agenda:Empowering women for gender equity, 101 (28.3), 147-155.
• Govender, N., Mudaly, R.& James, A. (2013). Indigenous knowledge of custodians of Zulu Culture- Implications for Mulitilogical Dialogue in the Academy. Alternation 20(1), pp.149-172. Contribution: 33%
• Stears, M. & James, A. (2013). Early Childhood Education in the Formal Schooling Sector: Implications for Teacher Education. Journal of International Scientific Publications: Educational Alternatives, 2, 4-13. Contribution: 50%
• James, A. (2013). YOUNG CHILDREN AFFECTED BY HIV & AIDS: A CASE STUDY OF THEIR PERCEPTIONS OF THEIR QUALITY OF LIFE. Quality Issues and Insights in the 21st Century. 2(1):19-27. ICID: 1050093. IC™ Value: 3.00. 100%
• James, A. (2012). Sustainable development with new action for female Biology student teachers. Farzaneh Journal, (19). 399 hits. Contribution:100%.
• James, A., Stears, M. & Moolman, C. (2012). Learning and teaching Natural Science in the early years: A case study of three different contexts. South African Journal of Childhood Education, 2(1): 82-99. Contribution: 50%
• Beni, S., Stears, M. & James, A. (2012). Teaching Natural Science in the Foundation Phase: Teachers’ Understanding of the Natural Science Curriculum within the Life Skills Learning Programme. South African Journal of Childhood Education, 2 (1):63-81. Contribution 25%
• Stears, M., Good, M-A. & James, A. (2012). Exploring the professional identity of Physical Science teachers enrolled in an ACE programme. Education as Change: Journal of Curriculum Research, 16 (2). Contribution: 25%
• Bentham, H., James, A. & Pillay, S. (2012) An exploration of a Grade 9 teacher's journey along the path of Education for Sustainable Development implementation. Action Research, 3(08): 132 -150.
• Bansilal, S., Goba, B., Webb, L., James, A. & Khuzwayo, H. (2012). ‘Tracing the impact: The case of a professional development programme in Mathematical Literacy ’. Africa Education Review (AER) Special Edition. Contribution: 20%
• James, A. (2011). ICT IN NATURAL SCIENCE FOR EMPOWERMENT: STUDENT WORK OF A DIFFERENCE. Problems of Education in the 21st Century. PEC 2011; 37(37):59-69. Contribution: 100%
• Stears, M. & James, A. (2011) Towards socially responsible biology: two cases in a teacher education
programme. African Journal of Research in Mathematics, Science and Technology Education: Special Issue 3, 15: 122-136. Contribution: 50%
• Stears, M., James, A. & Good, M-A. (2011) Teachers as Learners: A Case Study of Teachers’ Understanding of Astronomy Concepts and Processes in an ACE Course. South African Journal of Higher Education, 25 (3):568 -582. Contribution: 25%
• Gräntzdörffer, A. J., Elster, D., & James, A. (2019). Untersuchung des Mensch-Natur- Verhältnisses junger Menschen: Erkenntnisse einer quantitativen Ländervergleichsstudie zwischen Bremen und Durban (Südafrika) [English - Human-Nature-Relationships: A comparative study between young people in Bremen and Durban (South Africa)]. Umweltpsychologie, 23(2), 116-130.
• James, A. Beni, S., & Stears, M. (2019). Teaching science in the foundation phase: Where are the gaps and how are they accounted for? South African Journal of Childhood Education, 9(1). DOI: https://doi.org/10.4102/sajce.v9i1.759
• Gräntzdörffer, A. J., James, A., & Elster, D. (2019). Exploring Human-Nature Relationships amongst Young People: Findings of a Quantitative Survey between Germany and South Africa. International Journal of Environmental and Science Education 14(7), 417-424.
• Ndlovu, C., James, A., & Govender, N. (2019). A Case for an IKS-SCIENCE Integrative Curriculum Model in Rural Agricultural Colleges in Zimbabwe. African Journal of Education in Rural Contexts, 1(1), 1-18.
• Ndlovu, C., James, A., & Govender, N. (2019). Towards an IK-SCIE integrative model: A theoretical reflection on the agricultural college curriculum in Zimbabwe. Southern African Journal of Environmental Education, 35, 1-17.
• Setoromo, M., Bansilal, S., & James, A. (2018). Lesotho Grade R teachers’ mathematical knowledge for teaching numeracy. South African Journal of Childhood Education, 8 (2), 1-9.
• James, A., & Stears, M. (2017). Pre-Service Teachers’ Learning in a Science Enhancement Programme: a Case study at a South African University. Ponte. DOI: 10.21506/j.ponte.2017.8.26
• Beni, S., Stears, M. & James, A. (2017). Foundation phase teachers’ interpretation of the life skills programme with regard to the teaching of natural science online publication (https://www.sajce.co.za/index.php/sajce/article/view/440/496).
• James, A., & Lamanauskas, V. (2017). Environmental sustainable action and community development: A review of a conference. Gamtamokslinis ugdymas / Natural Science Education, 14 (1), 55-61.
• Govender, F., Mudaly, R. & James, A. (2016). Preservice teachers’ views and reflections of science and Indigenous Knowledge Systems – implications for responsive and innovative pedagogies in Higher Education – Alternations
• Stears, M., James, A., Clément, P. Dempster, E.(2016). Creationist and evolutionist views of South African teachers with different religious affiliations. South African Journal of Science. 112(5/6), 76-85.
• Bansilal, S. & James, A. (2016). Physical Science Teachers; perceptions of an Advanced Certificate in Education, Problems of Education in the 21st Century, 70, 21-33.
• James, A. (2016). Collaborating and disseminating Science: sharing ideas, projects and learnings – Prof. (HP) Dr. Lamanauskas (a Lithuanian) in South Africa. Natural Science Education, 13(1), 33-39. (ISSN 1648-939X). Contribution: 100%.
• James, A., Bansilal, S., Webb, L., Goba, B. & Khuzwayo, H. (2015). Teacher Professional Development Programmes In MST For Developing Contexts. Africa Education Review, 12(2), 145-160.
• Khuzwayo, H. B. Bansilal, S. Webb, L., James, A. & Goba, B. (2015). Enabling Teacher Learning in Rural Districts: A Focus on Classroom Support. International Journal of Educational Science, 11(3), 300-311.
• Moodley, K., James, A. & Stears, M. (2015). Reflections of a Novice Academic Writer. Educational Research for Social Change, Vol 4 No. 2, 75-88. Contribution: (50%.) ISSN 2221-4070
• Bansilal,S., Webb, L. & James, A. (2015). Teacher training for mathematical literacy: A case study taking the past into the future. South African Journal of Education, 35, 1. 75-88.
• Stears M & James, A. (2014) Do Grade 12 Life Sciences’ Results Predict Competence with Regard to Knowledge and Skills Required in First Year Biology Education? Alternation Special Edition. 12, pp. 306 – 325. (ISSN 1023-1757). Contribution: 50%.
• James, A, (2014) . Empowering female students for climate change intervention: The case of University of KwaZulu-Natal ENACTUS. Agenda: Empowering women for gender equity, Published online: 11 Aug 2014. Agenda:Empowering women for gender equity, 101 (28.3), 147-155.
• Govender, N., Mudaly, R.& James, A. (2013). Indigenous knowledge of custodians of Zulu Culture- Implications for Mulitilogical Dialogue in the Academy. Alternation 20(1), pp.149-172. Contribution: 33%
• Stears, M. & James, A. (2013). Early Childhood Education in the Formal Schooling Sector: Implications for Teacher Education. Journal of International Scientific Publications: Educational Alternatives, 2, 4-13. Contribution: 50%
• James, A. (2013). YOUNG CHILDREN AFFECTED BY HIV & AIDS: A CASE STUDY OF THEIR PERCEPTIONS OF THEIR QUALITY OF LIFE. Quality Issues and Insights in the 21st Century. 2(1):19-27. ICID: 1050093. IC™ Value: 3.00. 100%
• James, A. (2012). Sustainable development with new action for female Biology student teachers. Farzaneh Journal, (19). 399 hits. Contribution:100%.
• James, A., Stears, M. & Moolman, C. (2012). Learning and teaching Natural Science in the early years: A case study of three different contexts. South African Journal of Childhood Education, 2(1): 82-99. Contribution: 50%
• Beni, S., Stears, M. & James, A. (2012). Teaching Natural Science in the Foundation Phase: Teachers’ Understanding of the Natural Science Curriculum within the Life Skills Learning Programme. South African Journal of Childhood Education, 2 (1):63-81. Contribution 25%
• Stears, M., Good, M-A. & James, A. (2012). Exploring the professional identity of Physical Science teachers enrolled in an ACE programme. Education as Change: Journal of Curriculum Research, 16 (2). Contribution: 25%
• Bentham, H., James, A. & Pillay, S. (2012) An exploration of a Grade 9 teacher's journey along the path of Education for Sustainable Development implementation. Action Research, 3(08): 132 -150.
• Bansilal, S., Goba, B., Webb, L., James, A. & Khuzwayo, H. (2012). ‘Tracing the impact: The case of a professional development programme in Mathematical Literacy ’. Africa Education Review (AER) Special Edition. Contribution: 20%
• James, A. (2011). ICT IN NATURAL SCIENCE FOR EMPOWERMENT: STUDENT WORK OF A DIFFERENCE. Problems of Education in the 21st Century. PEC 2011; 37(37):59-69. Contribution: 100%
• Stears, M. & James, A. (2011) Towards socially responsible biology: two cases in a teacher education
programme. African Journal of Research in Mathematics, Science and Technology Education: Special Issue 3, 15: 122-136. Contribution: 50%
• Stears, M., James, A. & Good, M-A. (2011) Teachers as Learners: A Case Study of Teachers’ Understanding of Astronomy Concepts and Processes in an ACE Course. South African Journal of Higher Education, 25 (3):568 -582. Contribution: 25%