Utilising a cultural–historical analysis to map the historicity of Social Studies, Natural Science and Technology education in the early years

Background: South Africa needs citizens who are morally sound, adaptive to change, technologically innovative and literate in socio-scientific issues. The young child is apparently being prepared for active citizenry through basic “Social Science, Natural Sciences and Technology” education as encapsulated in the South African curriculum. Aim: We foreground a theoretical and analytical framework to map the cultural–historical trajectory of South Africa’s Beginning Knowledge curriculum. Setting: Cultivating citizenship requires that these science subject domains be incorporated in a coherent, well-conceptualised and relevant early childhood curriculum as suggested by international literature. Educators need to be specialists in socio-scientific issues in both the content and pedagogy of these sciences in order to expound the curriculum. Methods: Our newly coined hybridised theoretical framework - the ‘Hybrid CHAT’ - together with an aligned analytical framework enabled us to illuminate the historical subject-didactical genetic development of Beginning Knowledge. An extensive sample of typographical textbooks, artefacts and cultural tools were analysed and interpreted. Results: Beginning Knowledge is afforded limited teaching time. The knowledge, skills and values associated with these science subjects serve to support and strengthen the acquisition of language and mathematics competencies. Currently, Beginning Knowledge does not sufficiently prepare child citizens for the global demands of the 21st century. Conclusion: Hybrid CHAT could invite further studies to place Beginning Knowledge on par with international curricula. This would also align the curriculum with the aspirations for an ideal South African citizenry as well as prepare child citizens to pursue Science and Technology for social development

Challenging the Science Curriculum Paradigm: TeachingPrimary Children Atomic-Molecular Theory

Solutions to global issues demand the involvement of scientists, yet concern exists about retention rates in science as students pass through school into University. Young children are curious about science, yet are considered incapable of grappling with abstract and microscopic concepts such as atoms, sub-atomic particles, molecules and DNA. School curricula for primary (elementary) aged children reflect this by their limitation to examining only what phenomena are without providing any explanatory frameworks for how or why they occur. This research challenges the assumption that atomic-molecular theory is too difficult for young children, examining new ways of introducing atomic theory to 9 year olds and seeks to verify their efficacy in producing genuine learning in the participants. Early results in three cases in different schools indicate these novel methods fostered further interest in science, allowed diverse children to engage and learn aspects of atomic theory, and satisfied the children’s desire for intellectual challenge. Learning exceeded expectations as demonstrated in the post-interview findings. Learning was also remarkably robust, as demonstrated in two schools eight weeks after the intervention, and in one school, one year after their first exposure to ideas about atoms, elements and molecules

Let’s have a coffee with the Standard Model of particle physics!

The Standard Model of particle physics is one of the most successful theories in physics and describes the fundamental interactions between elementary particles. It is encoded in a compact description, the so-called ‘Lagrangian’, which even fits on t-shirts and coffee mugs. This mathematical formulation, however, is complex and only rarely makes it into the physics classroom. Therefore, to support high school teachers in their challenging endeavour of introducing particle physics in the classroom, we provide a qualitative explanation of the terms of the Lagrangian and discuss their interpretation based on associated Feynman diagrams