MoyoEd Research
Bridging Science, Research, and Classroom Insight
recent posts
- Education Systems in Crisis: Vulnerabilities, Adaptations, and Pathways to Resilience.
- When Words Lead Students Astray: Semantic Drift and Its Impact on Chemistry Learning.
- When ChatGPT Meets the Periodic Table: Why PCK and TPACK Matter More Than Ever in IAS & IAL Chemistry.
- When Knowledge Fights Itself: How Associative Interference Sabotages Chemistry Learning (and What Educators Can Do About It).
- Seeing Beyond Colour: The Impact of Colour Blindness in A-Level Chemistry Education.
about
With a strong interest in educational research, Dr Caleb Moyo is especially interested in science learning environments and ideas, as well as the use of technology in science instruction. He has contributed to the development of contextualised curriculum resources based on research, teacher in-service training in math and science, and research on scientific teaching and learning.
Additionally, he has experience working in a range of educational settings across several countries, including the Global South and the Middle East. His articles have mostly addressed the use of technology in science education.
His current studies centre on the dynamics of science classroom interactions, social media and academic performance, mathematics anxiety in African schools, and misconceptions in the study of chemistry. He has given several presentations at international conferences.
Category: Uncategorized
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Introduction: CPD becomes a ritual. Every teacher knows the pattern: a school leader books a presenter, staff gather in the hall, and a “professional development session” begins. Coffee, slides, applause, and the next day, everyone returns to business as usual, and the box has been ticked. Good intentions are apparent, but research from 2015 to…
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Introduction: Why do Manipulative Skills Still Matter? In an era increasingly dominated by simulations and digital experimentation, manipulative skills—the physical and procedural competencies used in chemistry laboratories—remain indispensable. They refer to the coordinated actions students perform to handle apparatus, measure precisely, operate safely, and record observations accurately. These are not merely “technical” skills. They are…
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Introduction. Artificial intelligence (AI) tools, from large language models (LLMs) to intelligent tutoring systems (ITS) and virtual laboratories, have moved from curiosity to classroom staple. In A-level Chemistry, where students must integrate theory, experimentation, and problem-solving under exam pressure, AI offers meaningful assistance. Teachers can harness it for faster feedback, targeted practice, and improved conceptual…
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Dialogic Teaching in STEM Education: Transforming Secondary School Learning in Emerging Economies.
Introduction. Dialogic teaching, the intentional use of sustained, purposeful classroom talk, positions dialogue not as idle chatter but as the medium through which knowledge is co-constructed. Robin Alexander (2008) conceptualised dialogic teaching as purposeful, cumulative and reciprocal interaction that “promotes thinking and learning”. Paulo Freire (1970) viewed dialogue as emancipatory praxis that humanises both learner…
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From Spectacle to Understanding: The Pedagogical Power of Teacher Demonstrations in Chemistry. Introduction Teacher demonstrations have long been at the heart of chemistry teaching, capturing attention, evoking curiosity, and bringing invisible processes to life. A teacher demonstration is a planned, teacher-led experiment designed to help students observe, interpret, and understand chemical phenomena that are otherwise…
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Welcome!This week, we focus on retrieval practice, a simple yet powerful strategy that boosts long-term learning. Instead of just rereading notes, actively recalling information strengthens memory and deepens understanding—especially in STEM subjects like chemistry. Why Retrieval Matters. Every time a student recalls information: Think of it as “exercise for the brain.” The more you retrieve,…
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