Dr Angela Stott is a senior lecturer in science education in the Faculty of Education. A C2-rated researcher, chief editor of a Q2 journal, AJRMSTE, and an award-winning, innovative teacher, Angela focuses on effective science teaching and learning in the African context. She adopts a pragmatic, cognitively grounded research approach, emphasising structured, project-based learning and integrating artificial intelligence as a flipped-interaction intelligent tutor to support deep learning. Beyond academia, Angela contributes to open educational practice through her platform, LearnScience.co.za, and its associated YouTube channel, where she develops accessible teaching and learning resources.

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• Scheepers, S. J., & Stott, A. E. (2026). Designing Flipped-Interaction Prompts: A Framework for Generative AI as an Intelligent Tutor in Higher Education. Education Sciences, 16(4), 573. https://doi.org/10.3390/educsci16040573
• Stott, A. E. (2026). Orientation Videos in Online Project-Based Teacher Professional Development Short Courses: Enhancing Engagement but not Retention. International Journal of Learning, Teaching and Educational Research, 25(1), 824–849. https://doi.org/10.26803/ijlter.25.1.38
• Stott, A. E., & Guthrie, G. (2026). Attainable pedagogical practices for contexts of poverty: a South African case study. Pedagogy, Culture & Society, 34(1), 23–44. https://doi.org/10.1080/14681366.2024.2437360
• Beelders, T.R., & Stott, A.E. (2025). Bilingual and scientific reading: An eye-tracking study of South African township learners. South African Journal of Childhood Education (SAJCE), 15(1), 1-11. https://doi.org/10.4102/sajce.v15i1.1688
• Stott, A. E. (2025). Project-based learning in a short-duration chemistry workshop in the developing world: Insights from teacher engagement. African Journal of Research in Mathematics, Science and Technology Education (AJRMSTE), 29(2), 204-218. https://doi.org/10.1080/18117295.2025.2494165
• Stott, A. E., & Hattingh, A. (2025). Epistemological Reflections arising from using a Scientific Method Heuristic in a Preservice Teacher Module. Journal of Science Teacher Education. 36(8), 1092–1112. https://doi.org/10.1080/1046560X.2025.2489178
• Beelders, T.R. & Stott, A.E. (2025). Eye-movement transitions between text and images as a measure of science reading comprehension. In C.H. Stevenson-Milne & E.L. Swartz, (Eds.), Proceedings of the 33^rd Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE). 13-16 January 2025. Potchefstroom (pp. 298-312).
• Stott, A.E. (2025). The advisability of science fair project topic origins: a case study of learners from disadvantaged backgrounds. Discover Education 4(17), 1-17. https://doi.org/10.1007/s44217-025-00403-y
• Govender, N. & Stott, A.E. (2024) Special Issue of the African Journal of Research in Mathematics, Science and Technology Education (A JRMSTE): The Role of IKS in STEM Education for Addressing the Sustainable Development Goals, African Journal of Research in Mathematics, Science and Technology Education, 28:3, 315-318, https://doi.org/10.1080/18117295.2024.2425516
• Stott, A.E. (2024). Developing knower legitimation among disadvantaged learners during a science fair project planning intervention. Eurasia Journal of Mathematics, Science and Technology Education, 20(12), 1-16. https://doi.org/10.29333/ejmste/15669
• Stott, A.E. (2024). South African Physical Sciences Teachers’ Beliefs About the Unit Factor Method Following a Stoichiometry Intervention. In L. Westaway, C. H. Stevenson-Milne, K. M. Ngcoza, & C. Simuja (Eds.), Proceedings of the 32^nd Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE). 16-18 January 2024. Windhoek, Namibia (pp. 364-380).
• Stott, A. E., & Duvenhage, M. (2024). The Response of Higher-Achieving South African Learners from Poverty to an Extracurricular Mathematics-guided Problem-based Learning Programme. African Journal of Research in Mathematics, Science and Technology Education (AJRMSTE), 28(1), 13–26. https://doi.org/10.1080/18117295.2023.2275857
• Stott, A. E. (2023a). Epistemological Lessons from Inconsistencies in Teachers’ Errors Related to Use of the Mole Ratio in Stoichiometry Calculations: A Cue for Professional Development. Journal of Chemical Education, 100(7), 2548–2557. https://doi.org/10.1021/acs.jchemed.2c01252
• Stott, A. E. (2023b). The efficacy of instruction in application of mole ratios and submicro- and macro-scopic equivalent forms of the mole within the unit factor method. Chemistry Education Research and Practice, 24, 551–566. https://doi.org/10.1039/d2rp00245k
• Stott, A. E. (2022). South African teachers’ engagement in Teach Online: A case study about short course design. Perspectives in Education, 40(1), 268–287. https://doi.org/10.18820/2519593x/pie.v40.i1.16
• Fair, D. L., & Stott, A. E. (2021). A Longitudinal Case Study of Mathematics and Mathematical Literacy Achievement of Boys at a High Quintile School in South Africa. African Journal of Research in Mathematics, Science and Technology Education, 25(2), 137–147. https://doi.org/10.1080/18117295.2021.1932331
• Stott, A. E. (2021). Changes in IT and CAT enrolment and performance across South African school types. In M. Qhobela, M. M. E. Ntsohi, & L. G. Mohafa (Eds.), Book of Proceedings of the 29th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (pp. 277–290). SAARMSTE.
• Stott, A. E. (2021). South African physical sciences teachers’ use of formulae and proportion when answering reaction-based stoichiometry calculation questions. Chemistry Education Research and Practice, 22(2), 443–456. https://doi.org/10.1039/d0rp00291g
• Stott, A. E. (2021). The efficacy of use of the unit factor method at a professional development workshop to promote teachers’ use of proportion in solving reaction-based stoichiometry questions. In M. Qhobela, M. M. E. Ntsohi, & L. G. Mohafa (Eds.), 29th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (p. 55).
• Beelders, T., & Stott, A. E. (2020). Eye Movements during Barking at Print. In M. D. G. Lo Giudice & A. Catala (Eds.), Visual Impairment and Blindness - What We Know and What We Have to Know (pp. 359–382). IntechOpen. https://doi.org/10.5772/intechopen.81898
• Stott, A. E. (2020). Beliefs of learners and teachers in contexts of poverty regarding curriculum-aligned science electronic quiz engagement. Proceedings of the Australian Conference on Science and Mathematics Education, 129–134.
• Stott, A. E. (2020). Extracurricular Electronic Science Quiz Engagement in Poverty. In A. Kumar (Ed.), Global Information Technology Management Association World Conference (pp. 45–51). GITMA.
• Stott, A. E. (2020). Influence of Context on Stoichiometry Conceptual and Algorithmic Subject Matter Knowledge among South African Physical Sciences Teachers. Journal of Chemical Education, 97(5), 1239–1246. https://doi.org/10.1021/acs.jchemed.9b01056
• Stott, A. E., & Beelders, T. (2020). A Word-Level Analysis of Barking at Print for English Second Language Texts. In G. Levrini, O. & Tasquier (Ed.), Electronic Proceedings of the ESERA 2019 Conference. The beauty and pleasure of understanding: engaging with contemporary challenges through science education, Part 2 (co-ed. Graca Carvalho, Vanessa Kind & Florence Le Hebel) (pp. 251–260). European Science Education Research Association (ESERA). https://www.esera.org/publications/esera-conference-proceedings/esera-2019
• Stott, A. E., & Hattingh, A. (2020). Pre-service teachers’ views about the nature of science and scientific inquiry: The south african case. South African Journal of Education, 40(1), 1–12. https://doi.org/10.15700/saje.v40n1a1573
• Stott, A., & Hobden, P. (2019). Implementation challenges influencing the efficacy of group-work tasks that require inductive or deductive reasoning during physical sciences lessons. Journal of Education(77), 24-43. http://dx.doi.org/10.17159/2520-9868/i77a02
• Stott, A. E. (2019). The Efficacy of an Extracurricular Inquiry Programme on Grade 8 and 9 South African Low Quintile Learners’ Science Learning. African Journal of Research in Mathematics, Science and Technology Education, 23(2), 157-168. https://doi.org/10.1080/18117295.2019.1630112
• Stott, A. E., & Beelders, T. (2019). The influence of science reading comprehension on South African township learners’ learning of science. South African Journal of Science, 115(1-2), 72-80. https://doi.org/10.17159/sajs.2019/5146
• Beelders, T., & Stott, A. E. (2018). Eye Movements during Barking at Print. In F. Lopez-Orozco (Ed.), Eye Tracking and New Trends. London: IntechOpen. https://doi.org/10.5772/intechopen.81898
• Stott, A. E. (2018). Are instructivist pedagogies more appropriate for learning the sciences in South African low-quintile schools than western literature suggests? Journal of Education, 71, 39-57. https://doi.org/10.17159/2520-9868/i71a03
• Stott, A. E. (2018, Tuesday 16 – Friday 19 January 2018). Physical sciences teachers` beliefs about technology for teaching and factors influencing their uptake of a specific technology. Proceedings of the 26th Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE), Gaborone, Botswana.
• Stott, A. E. (2017). The Effectiveness of a Conceptually Focused Out-of-class Intervention on Promoting Learning of Electricity by Township Learners. African Journal of Research in Mathematics, Science and Technology Education, 21(3), 304-315. https://doi.org/10.1080/18117295.2017.1371981
• Stott, A. E., & Hobden, P. A. (2016). A Belief System at the Core of Learning Science. In M. K. Demetrikopoulos & J. L. Pecore (Eds.), Interplay of Creativity and Giftedness in Science (pp. 87-103). Rotterdam: SensePublishers. https://doi.org/10.1007/978-94-6300-163-2_6
• Stott, A. E., & Hobden, P. A. (2016). Effective learning: A case study of the learning strategies used by a gifted high achiever in learning science. Gifted Child Quarterly, 60(1), 63-74. https://doi.org/10.1177/0016986215611961
• Stott, A. E., Dreyer, H., & Venter, P. (2015). Consequences of the progression law in the FET phase: a case study. Journal of Education, 63, 89-109. http://joe.ukzn.ac.za/Libraries/No_63_2015/Consequences_of_the_progression_law_in_the_FET_phase_A_case_study.sflb.ashx
• Stott, A. E., & Hattingh, A. (2015). Conceptual Tutoring Software for Promoting Deep Learning: A Case Study. Educational Technology & Society, 18(2), 179-194. https://www.jstor.org/stable/jeductechsoci.18.2.179
• Stott, A. E., & Case, J. M. (2014). Electronic tutoring as a tool for promoting conceptual change: A case study of in-service science teacher workshops. African Journal of Research in Mathematics, Science and Technology Education, 18(2), 139-150. https://doi.org/10.1080/10288457.2014.912832
• Collier-Reed, B. I., Case, J. M., & Stott, A. E. (2013). The influence of podcasting on student learning: a case study across two courses. European Journal of Engineering Education, 38(3), 329-339. https://doi.org/10.1080/03043797.2013.786026
• Stott, A. E. (2013). South African Physical Sciences Teachers` Understanding of Force and the Relationship to Teacher Qualification, Experience and their School`s Quintile. African Journal of Research in Mathematics, Science and Technology Education, 17(1-2), 173-183. https://doi.org/10.1080/10288457.2013.829599

Science Education

Project-based Learning

PSTV3605: Physical Sciences Teaching 1

NTST4705: Natural Sciences Teaching 2