Science Education and Curriculum in South Africa (Curriculum Studies Worldwide)

This book explores the impact of the socio-historical, political, and economic environment in South Africa, both during and after Apartheid. During this time, the South African education system demonstrated an interest in a specific type of knowledge, which Koopman refers to as ‘a science of government’. This ‘science of government’ leaves the learners with a blurred understanding of science that is disconnected from external nature and human nature, and is presented as a series of abstract concepts and definitions. The book also investigates the dialectical tensions between the science curriculum and the role of the teacher as an active implementer of the curriculum. The book draws on the work of various phenomenological scholars, namely Edmund Husserl, Martin Heidegger, Merleau-Ponty, and Max van Manen to discuss these tensions. Front Matter....Pages i-xix Phenomenology as a Method in Education Research....Pages 1-24 Physical Science: A Science for Government or a Science for Life?....Pages 25-43 My Becoming and Unbecoming: Life as a Child, Learner and University Science Student....Pages 45-69 I Am Ready for This New Curriculum: The Lived Experiences of a Physical Science Teacher....Pages 71-95 Do Teachers also See What Chemists See When They Teach Chemistry?....Pages 97-114 What Can Science Teachers Learn from the Wine Expert?....Pages 115-139 Harnessing the Full Use of the Senses in the Science Classroom....Pages 141-163 Can a Phenomenological Approach Enhance Learning in Science in South Africa?....Pages 165-180 Back Matter....Pages 181-187