Original Research: Social Responsibility and Education

Changes in school biology in South Africa after ‘apartheid’

Lesley le Grange
Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie | Vol 31, No 1 | a385 | DOI: https://doi.org/10.4102/satnt.v31i1.385 | © 2012 Lesley le Grange | This work is licensed under CC Attribution 4.0
Submitted: 18 September 2012 | Published: 14 November 2012

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Lesley le Grange, University of Stellenbosch, South Africa

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The national curriculum frameworks for school biology (Life Sciences) have undergone several changes since the dismantling of apartheid. These changes have been characterised by pendulum swings between traditional academic biology and humanistic biology. In this article I discuss these pendulum swings and the reasons for them. I point out that even though we have witnessed these pendulum swings, the different curriculum frameworks for Life Sciences can be seen as iterations of the same curriculum paradigm – all according to the Tylerian mould. I also argue that productive learning of both academic and humanistic biology depends on what teachers do and think, rather than the content of a particular curriculum framework.


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