The way science is currently taught in southern African countries ignores the fact that the whole environment is a laboratory for learning.
To get more students interested in STEM subjects, teachers must break out of the traditional subject-matter silos and use an approach that helps kids understand how math is used in the real world.
For many learners science, and especially chemistry, remains a textbook phenomenon.
The combination of knowledge and communication, along with a few other fundamental conditions such as liberty and respect , leads to social, cultural and technological development.
Players in the climate science game 'CO2peration' become a particle of sunlight, and travel on a journey to find out why we have liquid water at Earth’s surface.
The affective domain - motivation, interest and values and their inter-relationships - forms an integral component in facilitating learners’ construction of physics knowledge.
Policies must seek to improve the manner in which the language of instruction is taught to learners who don't speak that language at home.
Good quality education fuels an economy. South Africa needs to increase its supply of science and technology university graduates. But instead it's lowering the bar, especially when it comes to maths.
Science that students learn in context - rather than science as isolated knowledge items - can deliver both scientific literacy and positive learner interest.
Many South African teachers don't accept the theory of evolution. They feel deeply conflicted when they have to teach it to their pupils as part of the life sciences curriculum.
It's a mistake to allow teenagers to drop maths – it should be made compulsory at A-Level.
With the current demands from industry for STEM graduates, how many are going to give up high paying jobs in industry for the short term sugar-hit of $15,000 and the stress of the classroom?
Scientists being wrong is not a bug or a glitch – it's a feature of science and mistakes can actually lead to new, deeper discoveries.