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.
- 2017: Top 5 Research and Innovation Achievements of 2016
- 2000::Fulbright Fellow
EDUC 4157 Science and Technology Methods Primary Junior
EDUC 4262 Science and Technology Methods Junior Intermediate
ENVI1507 Introduction to Environmental Studies
ENVI 1507 Environmental Education
EDUC 4095 Primary/Junior Field Supervision
EDUC 4195 Junior /Intermediate Field Supervision
- 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: 
- 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: 
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.
- 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).