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I am an Honorary Fellow in Science Education, with a focus on developing and emerging countries. I obtained a MSc (Civil Engineering) and a teaching qualification from Delft University of Technology (in The Netherlands). After 15 years of work in several countries in Africa and Europe, I took a research-based MA (Science Education) at the University of York. This provided a coherent framework for my previous experience as a science teacher, teacher educator, school manager and coordinator of educational development projects. I currently hold honorary appointments as Research Associate at the Universities of Cape Town and the Witwatersrand, and as Adjunct Professor at the Cape Peninsula University of Technology in South Africa.
My research focuses largely on education systems in emerging countries. My research interests include learning through practical work and argumentation in science; curriculum development and implementation using everyday contexts in teaching science; students’ interest in science study and careers; and science teacher professional development strategies. Over the last few years I have developed expertise in researching HIV/AIDS education both in and outside the classroom, awarded with the 2008 Susie Smith Memorial Prize by Oxfam.
Currently, I co-research on NRF-funded (South Africa) projects on the use of modelling in promoting understanding of physics concepts, and the use of laboratory work for increasing understanding of the nature of science. I am the lead researcher of the inclusion and transfer of argumentation skills in tertiary courses for engineering students in South Africa. I am commissioned to explore (longitudinally) the career decisions of BSc students from educationally disadvantaged backgrounds. I am Project Officer for research into UK schools that make a difference in terms of student uptake of post-compulsory science subjects.
Scholtz, Z., Braund, M., Hodges, M., Koopman, R. and Lubben, F.
(2008) South African teachers’ ability to argue: The emergence of
inclusive argumentation. International Journal of Educational
Development, 28(1), 21-34.
Scholtz et al 2008 IJED (PDF , 224kb)
Lubben, F. and Bennett, J. (2008) From novel approach to
mainstream policy? The impact of context-based approaches on chemistry
Educación Química, 19(4), 252-262.
Lubben-Bennett EQ 2008 (PDF , 162kb)
Ibrahim, B., Buffler, A. and Lubben, F. (2009) The
profiles of freshman physics students’ views on the nature of science.
Journal of Research in Science Teaching, 46(3), 248-264.
Ibrahim et al 2009 (PDF , 110kb)
Mushayikwa, E. and Lubben, F. (2009) Self-directed
professional development – hope for teachers working in deprived
environments? Teaching and Teacher Education, 25(3), 375-382.
Mushayikwa & Lubben 2009 (PDF , 335kb)
Pillay, S., Buffler, A., Allie, S. and Lubben, F.
(2008) Effectiveness of a GUM-compliant course for teaching measurement
in the introductory physics laboratory. European Journal of Physics,
Buffler et al 2008 (PDF , 120kb)
Scholtz, Z., Braund, M., Hodges, M., Koopman, R. and
Lubben, F. (2008) South African teachers’ ability to argue: The
emergence of inclusive argumentation. International Journal of
Educational Development, 28(1), 21-34.
Scholtz et al 2008 (PDF , 224kb)
Bennett, J., Lubben, F. and Hogarth, S. (2007)
Bringing science to life: A synthesis of the research evidence on the
effects of context-based and STS approaches to science teaching. Science
Education, 91, 347-370.
Bennett Lubben Hogarth 2007 (PDF , 177kb)
Wright, J., Lubben, F. and Mkandawire, M. B. (2007)
Young Malawians on the interaction between mental health and HIV/AIDS .African
Journal for AIDS Research, 6(3), 297-304.
Wright Lubben Mkandawire 2007 (PDF , 86kb)
Kasanda, C., Lubben, F., Gaoseb, N., Kandjeo-Marenga,
U., Kapenda, H. and Campbell, B. (2005) The role of everyday contexts
in learner-centred teaching: the practice in Namibian secondary schools.
International Journal of Science Education, 27(15),
Kasanda et al IJSE.doc (PDF , 73kb)
Campbell, B. and Lubben, F. (2003) The provision of a
health promoting environment for HIV/AIDS education: the case of
Namibian senior secondary schools. International Journal of
Educational Development, 23(5), 529-542.
Campbell & Lubben HIV Ed (PDF , 106kb)
Lubben, F., Campbell, B., Kasanda, C, Kapenda, H. Goaseb, N. and Kandjeo-Marenga, U. (2003) Teachers’ use of textbooks:
practice in Namibian science classes. Educational Studies, 29(2/3),
Ed Studs final (PDF , 109kb)