• Life  Science Education

• Curriculum ideologies in Science Education
• Visuo-Semiotic Reasoning in Biology.

• Life Sciences Education; and Curriculum and Instruction Design and Development.

Visualizations in biology education:

• Mnguni, L. (2018). Citizenship education and the curriculum ideologies of Natural Sciences and Life Sciences curricula in South Africa. Curriculum Perspectives. https://doi.org/10.1007/s41297-018-0044-z.
• Mnguni, L. (2018). The Curriculum Ideology Recommended by Novice Teachers for Life Sciences in South Africa. Eurasia Journal of Mathematics, Science and Technology Education, 14(7), 3099-3108. https://doi.org/10.29333/ejmste/91663.
• Mnguni,L. (2017). The relationship between enrolment in biology, HIV/AIDS knowledge and related behaviour among South African schoolgirls. Journal of Baltic Science Education,16(6), 898-907. http://oaji.net/articles/2017/987-1513970930.pdf.
• Mnguni, L. (2016). Visual literacy skills among molecular biology students. In J. Kriek, B. Bantwini, C. Ochonogor, J.J. Dhlamini & L Goosen. Towards effective teaching and meaningful learning in Mathematics, Science and Technology. Proceedings of the ISTE International Conference on Mathematics, Science and Technology Education.  2016. 24 - 28 October 2016, Kruger National Park, Mopani camp, Phalaborwa, Limpopo, South Africa. Pp 418-427 (ISBN: 978-1-86888-907-5)
• Mnguni, L.E., Schönborn, K.J. and Anderson, T.R. (2016). Assessment of visualization skills in biochemistry students. South African Journal of Science, 112(9/10):1-8. http://dx.doi.org/10.17159/ sajs.2016/20150412  
• Mnguni, L. (2015). The effects of an animation on students’ understanding of DNA replication. In L.D. Mogari. Towards effective teaching and meaningful learning in Mathematics, Science and Technology. Proceedings of the ISTE International Conference on Mathematics, Science and Technology Education.  2015. 25 - 30 October 2015
• Mnguni, L.E., Abrie, A.L. and Ebersöhn, L. (2016). The Relationship between Scientific Knowledge and Behaviour: An HIV/AIDS Case. Journal of Biological Education, 50(2), 147-159.http://dx.doi.org/10.1080/00219266.2015.1007888

Curriculum ideology of biology:

• Wolff, E. & Mnguni, L. (2015): The Integration of HIV and AIDS as a Socio-scientific Issue in the Life Sciences Curriculum. African Journal of Research in Mathematics, Science and Technology Education, 19(3):213-224. http://dx.doi.org/10.1080/10288457.2015.108093
• Mnguni, L. (2013). The curriculum ideology of the South African secondary school Biology. South African Journal of Education, 33(2): 1-11
• Mnguni, L.E. and Abrie, A.L. (2012). HIV/AIDS content knowledge and modes of presentation in Biology for effective use in everyday life. Journal of Biological Education, 46(4): 226-233 also available at http://dx.doi.org/10.1080/00219266.2012.716778
• Rudolph, E & Mnguni, L. (2013). The Integration of Socio-Scientific Issues into the Grade 11 Biology Curriculum in South Africa. In S.K. Kwofie, M.B. Ogunniyi, O. Amosun, K.R. Langenhoven & S. Dinie. Making mathematics, science and technology, socially and culturally relevant in Africa. Proceedings of the 21^st annual meeting of the Southern African Association for Research in Mathematics, Science and Technology Education. pp143-145 (ISBN: 978-0-9869800-7-7)
• Mnguni, L.E., Abrie, A.L. and Ebersöhn, L. (2011). Strategies to improve understanding and use of HIV/AIDS concepts by Grade 11 Biology students in South Africa. In: A. Yarden & G. S. Carvalho (Eds), Authenticity in Biology Education: Benefits and Challenges (Ch. 8, pp 91 – 101). CIEC, Institute of, Kruger National Park, Mopani camp, Phalaborwa, Limpopo, South Africa. Pp 367-379 (ISBN: 978-1-86888-833-7)
• Mnguni, L. (2014). The theoretical cognitive process of visualization for science education. BMC: SpringerPlus. 3:184  doi:10.1186/2193-1801-3-184 
• Mnguni, L.E., Schönborn, K.J. and Anderson, T.R. (2009) Towards identifying and measuring visual literacy skills in biochemistry, In: M. Hammann, A.J. Waarlo & K.Th. Boersma (Eds), The Nature of Research in Biological Education (Ch. 12, pp. 185–197). Freudenthal Institute for Science and Mathematics Education, Utrecht University, The Netherlands. (ISBN 978-90-73346-66-6)
• Schönborn, K.J., Anderson, T.R. and Mnguni, L.E. (2007). Methods to determine the role of external representations in developing understanding in biochemistry, In: D. Lemmermöhle, M. Rothgangel, S. Bögeholz, M. Hasselhorn & R. Watermann (Eds), Professionell Lehren – Erfolgreich Lernen (pp. 291-301). Münster: Waxmann, Germany. (ISBN 978-3-8309-1820-2).

• Mnguni, L. (2018). The significance of school biology in everyday life: a case of HIV/AIDS knowledge among South African schoolgirls. XII Conference of the European Researchers in Didactics of Biology. 2 – 6 July 2018. Faculty of Education, University of Zaragoza, Spain. ERIDOB. Pp 139.
• Moyo, D. & Mnguni, L. (2018) The motivation level of Soweto students towards learning biology. XII Conference of the European Researchers in Didactics of Biology. 2 – 6 July 2018. Faculty of Education, University of Zaragoza, Spain. ERIDOB. Pp 136.
• Mnguni, L. (2018). The significance of school biology in everyday life: a case of HIV/AIDS knowledge among South African schoolgirls. XII Conference of the European Researchers in Didactics of Biology. 2 – 6 July 2018. Faculty of Education, University of Zaragoza, Spain. ERIDOB. Pp 139
• Mnguni, L. (2018). “Ideological wars” in the South African Natural Sciences & Technology and Life Sciences curricula. In Finlayson, O., McLoughlin, E., Erduran, S., & Childs, P. (Eds.), Research, Practice and Collaboration in Science Education, (pp. 1325-1332). Dublin, Ireland: Dublin City University. ISBN 978-1-873769-84-3.
• Mnguni, L. (2017). The melange of curriculum      ideologies in Natural and Life Sciences. Proceedings      of the ISTE International Conference on Mathematics, Science and      Technology Education.  2016. 23 - 26 October 2017,      Kruger National Park, Mopani camp, Phalaborwa, Limpopo, South Africa. Pp 70-71.
• Mnguni, L. (2017). Curriculum ideologies and      socioscientific issues in Life Sciences. Proceedings      of the ISTE International Conference on Mathematics, Science and      Technology Education.  2016. 23 - 26 October 2017,      Kruger National Park, Mopani camp, Phalaborwa, Limpopo, South Africa. Pp 30.

Funding grants obtained

• NRF Thuthuka Fund
• Period: 2016-2018
• Value: R169 400.00 (per annum)

Awards and nominations:

• Top 200 Young South Africans. Mail & Guardian, 2012
• Dean’s Award: Excellence in Young Doctoral Scholarship, University of Pretoria, 2012
• Award for the Most Methodological Innovative Research Presentation at Research Indaba, University of Pretoria, 2010
• Excellent Teacher’s Award in the Faculty of Education, University of Pretoria, 2009

• Integrating citizenship education in science education
  (NRF Funded, 2016 - 2018)
• Development of a framework for visual literacy in Life Sciences
• The use of education to promote agency for social change in South Africa and Sweden

  Duration: 2018 - 2020
  Lead researcher: L Mnguni, University of South Africa and A Manni (University of Umea)
  Co-researchers: L Zander (University of Uppsala), J Jennstål (University of Uppsala), M Lekoa (University of Zululand), T        Bojabotseha (Vaal University of Technology), S Blignaut (Nelson Mandela University) and N Bhengu (Wits University).

• Visuo-Semiotic Reasoning in Biology
  Duration: 2018 -
  Funding: None
  Lead researcher: L Mnguni, University of South Africa
  Co-researchers: None

• Curriculum ideology of maths and science education in South Africa
  Duration: 2015 - 2016
  Funding: None
  Lead researcher: L Mnguni, University of Johannesburg
  Co-researchers: U Ramnarain, E Spangenberg, R Grobler, K Mamutse, X Kyriacou (all University of Johannesburg)