Science education in the new South Africa: reflections and visions

Abstract

This paper examines different models of science education and their relevance for the South African context. The authors draw on their extensive experience in other independent Southern African countries to examine case studies on the post‐independence development of science education in Botswana, Lesotho, Swaziland and Zimbabwe. The present problems in science education in South Africa are then analysed, and possible ways forward are suggested in the light of the case studies presented.

The dilemma facing the country is how to satisfy the demand for science education for all in the face of teacher, infra‐structural and general person‐power shortages. This is particularly the case at senior secondary level where the resources for science education are much more costly.