Authors : Madzivire Mavata

Volume/Issue : Volume 10 - 2025, Issue 10 - October

Google Scholar : https://tinyurl.com/32pxsm9b

Scribd : https://tinyurl.com/ycxxpt7j

DOI : https://doi.org/10.38124/ijisrt/25oct371

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Note : Google Scholar may take 30 to 40 days to display the article.

Abstract : This case study investigated the application of physics principles in artisan productions in the Hatfield- Mbare District in Harare, Zimbabwe. Through a qualitative research approach, 65 artisans were purposively sampled from the Mbare- Magaba Siyaso informal industrial hub to explore their experiences and applications of physics principles. The findings revealed a diverse range of projects and products that showcase the relevance of physics in these industries, despite artisans having limited formal physics education. The study highlights the importance of contextualizing physics education, recognizing informal learning, and building on existing knowledge to enhance students’ understanding and interest in physics. Under Zimbabwe’s Education 5.0 framework and new heritage-based curriculum, this study underscores the potential for physics education to drive innovations, entrepreneurship (techno-preneurship) and industrialization. Real- world applications of physics were highlighted to inspire students, teachers and policy-makers to promote physics education, increase enrollments in both physics classes and teacher training programs and to foster a culture of technology innovation and problem solving. This study’s insights can inform strategies to make physics education more engaging, relevant and accessible, ultimately contributing to Zimbabwe’s economic growth and development.

Keywords : Physics Education; STEM Principles; Artisan Productions; Education 5.0; Informal Sector; Real-World Applications; Action; Relevance.

References :

1. Alharbi, A. M. (2023). Implementation of education 5.0 in developed and developing countries: Creative Education, 14(05), 914–942. doi: 10.4236/ce.2023.145059.
2. Alsop, S., & Watts, M. (2000). Facts and feelings: Exploring the affective domain in the learning of physics. Physics Education, 35(2), 132–138.
3. Ames, H., Glenton, C., & Lewin, S. (2019). Purposive sampling in a qualitative evidence synthesis: A worked example from a synthesis on parental perceptions of vaccination communication. BMC Medical Research Methodology, 19(1), 26. doi: 10.1186/s12874-019-0665-4.
4. Arteaga, E., Biesbroek, R., Nalau, J., & Howes, M. (2024). Across the Great Divide: A Systematic Literature Review to Address the Gap Between Theory and Practice. SAGE Open, 14(1), https://doi.org/10.1177/21582440241228019.
5. Bao, L., & Koenig, K. (2019). Physics education research for 21st century learning. Discip Interdscip Sci Educ Res 1, 2. https://doi.org/10.1186/s43031-019-0007-8.
6. Bingham, A. J. (2023). From data management to actionable findings: A five-phase process of qualitative data analysis. International Journal of Qualitative Methods, https://doi.org/10.1177/1609406923118362.
7. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3 (2), 77-101.
8. Brookfield, S. (1981). The Adult Education Learning Iceberg. Adult Education (UK). 54(2), 110-118.
9. Denzin, N. K. (2017). The Sage Handbook of Qualitative Research. Sage Publications. Sage Publications.
10. Dube, P. S. (2018). An Investigation of the Science Technology Engineering and Mathematics (STEM) Initiative in the Zimbabwean Education System. International Journal for Cross-Disciplinary Subjects in Education (IJCDSE) 9(1).
11. Garrick, J. (1998). Informal Learning in the Workplace. London: Routledge.
12. Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64-74.
13. Hallinen, J. (2025). STEM. Encyclopedia Britannica, https://www.britannica.com/topic/STEM-education.
14. Kalyani, D. (2024). The Role of Technology in Education: Enhancing Learning Outcomes and 21st Century Skills. International Journal of Scientific Research in Modern Science and Technology, 3. 05-10. 10.59828/ijsrmst. v3i4.199.
15. King, K. (1977). The African artisan: education and the informal sector in Kenya. London: Heinemann Educational Books Ltd. ISBN 19781842891.
16. Kudakwashe, K. (2021). Kudakwashe, K. (2021). Relevancy of new higher education approaches in ‘Second Republic Zimbabwe’. In W. Lee, & S. Waller (Eds), Higher Education. Rijeka: IntechOpen, Ch. 9.
17. Livingstone, D. W. (2001). Adults' informal learning: Definitions, findings, gaps, and future research. WALL Working Paper No. 21. WALL Working Paper No. 21.
18. Macleod, K. (2013). Physics Education and STSE: Perspectives from the Literature. European Journal of Physics Education 4(4).
19. Manyati, K., Kalima, G., Owolabi, T., & Mutsau, M. (2024). Exploring the potential for enhancing green skills traiuning, innovation and sustainbable livelihoods in informal spaces of Harare: identifying gaps and opportunities. Journal of Sustainable Businees and Innovation 2(1), 60-79.
20. Manyati, T. K., & Mutsau, M. (2019). Exploring technological adaptation in the informal economy: A case study of innovations in small and medium enterprises (SMEs) in Zimbabwe. African Journal of Science, Technology, Innovation and Development, 11(2), 253.
21. Manyati, T., & Mutsau, M. (2019.). Exploring technological adaptation in the informal economy: A case study of innovations in small and medium enterprises (SMEs) in Zimbabwe. African Journal of Science, Technology, Innovation and Development, Manyati, Tarisai & Mutsau, Morgen. (2019). Exploring technological adaptation in the informal economy: A case study of 11.
22. Masanja, G. F. (2012). Gendered Migration and the Urban Informal Sector: A Case Study of Mwanza City, Tanzania. Huria: Journal of the Open University of Tanzania 12 (1).
23. Mberi, N., & Phambili, M. (2018, 28 February - 5 March). Science, Technology, Engineering and Mathematics Craze hits Zimbabwe. The Sunday News: STEM Supplement, p. 12.
24. McDermott, L. C. (1998). Research in physics education. APS News, 7(1), 8.
25. MHTESTD. (2016). Ministry of Higher and Tertiary Education, Science and Technology Development. Concept Note (revised 13 January 2016). Paper Presented at the 1st National Conference on Science, Technology, Engineering and Mathematics (STEM) at HICC. Harare: Governement of Zimbabwe.
26. MoESP. (n.d.). Zimbabwe Ministry of Primary and Secondary Education, in Partnership with UNICEF (Undated) Zimbabwe: Zimbabwe Curriculum Blueprint (2015-2022): Harare: Government Printers.
27. Mohammed, J. (2024, 10 01). Pillar of Africa's Economy: A Focus on the Informal Sector's Role. African Leadership Magazine.
28. Ndlovu, S. (2024, November 17). The informal sector and the paradox of value: A case of Zimbabwe. From The Standard. Newsday.co.zw: https://www.newsday.co.zw/thestandard/standard-people/article/200035089/the-informal-sector-and-the-paradox-of-value-a-case-of-zimbabwe
29. Oluwadamulare, A. (2015). Oluwadamulare, Amusa. (2015). PHYSICS EDUCATION -A BEDROCK OF HEALTHY SOCIETY AND SUSTAINABLE DEVELOPMENT. 3. 173 – 184. Researchgate, 3, 173-184.
30. Pret, T., & Cogan, A. (2019). Artisan entrepreneurship: a systematic literature review and research agenda. International Journal of Entrepreneurial Behaviour & Research. 25, 592-614. 10.1108/IJEBR-03-2018-0178.
31. Redish, E. F. (2003). Teaching physics with the physics suite. Somerset: John Wiley & Sons, https://www.wiley.com/en-us/Teaching+Physics+with+the+Physics+Suite+CD-p-9780471393788.
32. Sheikh, F. A. (2019). Undervaluation of informal sector innovations: Making a case for revisiting methodology. African Journal of Science, Technology, Innovation and Development, 11(4), 505.
33. Tarupiwa, T. (2020). The Analysis of Zimbabwe`s informal Sector`s Economic Sustainability Subject to Lockdown Effects. iRASD Journal of Economics. 2, 43-52 :10.52131/joe.2020.0101. 0015..
34. Togo, M., & Gandidzanwa, C. (2021). The role of education 5.0 in accelerating the implementation of SDGs and challenges encountered at the University of Zimbabwe. International Journal of Sustainability in Higher Education, 22(7), 1520–1535. doi: 10.1108/IJSHE-05-2020-0158.
35. Uzhenyu, D. (2015). Formalisation of the Informal Sector in Zimbabwe, a Key Success Factor to Sustainable Development. IOSR Journal of Business and Management (IOSR-JBM) 17(10), 64 -75.
36. Yin, K. R. (2018). Case Study Research and Applications: Design and MethodsSAGRE (6th Edition). SAGE: Sage Publications.
37. Zaki, M. (2017). THE ROLE OF THE INFORMAL SECTOR IN ECONOMIC GROWTH AND DEVELOPMENT IN AFRICA. Working Paper. London: Academia. Prepared for LES Africa Summit.
38. Zohar, A. (2005). Physics teachers’ knowledge and beliefs regarding girls’ low participation rates in advanced physics classes. International Journal of Science Education, 27(1), 61 -77.