The implications of the new national minimum curriculum for science education

Abstract

The new millenium has seen the publication of a new National Minimum Curriculum. This new curriculum offers a number of challenges to all educators. One of the main challenges of the new NMC is without any doubt in the area of "Science Education". As stated in the NMC "Among the recurrent challenges that the curriculum must strategically address are: developments in science and technology, the ability to make use of the recent developments in these areas, digital processing of information and knowledge; developments in the cognitive sciences ... " (p. 21). The philosophy encouraged is that science forms part of our daily lives and that all individuals should be prepared to respond to the realities and challenges of science in our daily lives. This is the idea of scientific literacy which is defined according to Koballa, Kemp and Evans (1997) as the knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civic and cultural affairs and economic productivity. As Bybee (1993) argues as citizens, individuals are called on to evaluate the uses and consequences of science and technology. They must decide whether to help establish public policies as much as their knowledge and skills do. This can only be obtained by having a broad and balanced grounding in science.