Towards a new framework for reconstruction of the primary science curriculum in South Africa.

Abstract

The purpose of this study is to ascertain, from a review and analysis of the literature, if any

key messages emerge within which curriculum reconstruction of primary science

education in South Africa can be undertaken.

Firstly, three paradigms in education are equated with three philosophies of science and

the compatibility of modes of inquiry are highlighted. It is argued that paradigms can be

used as a form of analysis to locate particular approaches to the teaching and learning of

science.

Thereafter, an overview of major trends in science education is provided. The various

views of and approaches to science education are analysed and located within particular

paradigms. In order to assist in such analyses, a conceptual framework is developed. This

draws on key determinants of curriculum development and locates these within each of the

three paradigms.

The framework is applied to a review and analysis of international emphases in primary

science education, within which five different perspectives are identified. These are located

within different paradigms. Science education in developing countries is considered

thereafter and some recent trends in primary science curriculum development in South

Africa are examined. It is shown that the recent syllabus revision process and the revised

syllabuses in South Africa are still located in a technical approach to curriculum

development.

In seeking an alternative approach, the weaknesses of imported ready made solutions from

more developed contexts are highlighted, and an exploration of alternative approaches that

are more responsive to local contexts is then undertaken. Some innovative examples of

curriculum development in other parts of Africa and South Africa are examined.

From the review and analysis a set of key messages emerge for curriculum development in

primary science education. In selecting appropriate programmes, it is vital that attention is

given to children's' existing abilities and ideas, to the expected role for science in society,

and to a particular society's values and norms. Material provision, of itself, does not bring

about meaningful change, and teachers can and should be involved in the production of

teaching materials. Another key message is that it is crucial for teachers to be involved in

curriculum decision making, although they may need inservice support to make this

possible. Approaches to inservice education must therefore give due consideration to this,

and to developing classroom based teaching competencies. Finally, attention is given to

some of the factors which may contribute to systemic change in science education.