Science curriculum reform in South Africa: Lessons for professional development from research on argumentation in science education

Abstract

In South Africa, the national curriculum has undergone several revisions in the past decade. Within the science curriculum, engagement of students in scientific inquiry has emerged as a significant educational goal. Related to this goal, the articulation of argumentation in teaching and learning has gained attention. Argumentation involves the coordination of evidence and theory to support or refute an explanatory conclusion, model or prediction. Other features of the recent curricular changes involve the inclusion of Indigenous Knowledge Systems (IKS) and Nature of Science (NoS), both themes with relevance for argumentation due to their reference to how science works. We present a review of the recent curriculum developments in South Africa and trace the coverage of argumentation, IKS and NoS, the emphasis being on argumentation with the latter themes traced for context. Our review suggests that there is reduced visibility of argumentation in the recent curriculum reform, pointing to the need for careful articulation through teacher education. We draw on evidence from research on professional development on argumentation to suggest some recommendations for effective implementation of the curriculum content.