Abstract
The study involved three Grade 9 Natural Sciences teachers reflecting on their classroom
practice and on the phenomenological importance of integrating learners’ socio-cultural
backgrounds into science teaching and learning. In this qualitative case study each teacher was
interviewed five times using a semi-structured interview schedule to determine their
willingness, challenges and benefits obtained from their experiences as they incorporated
learners’ socio-cultural practices, experiences and beliefs when teaching some Natural
Sciences topics. Additional information was obtained through analysis of documents related
to teaching such as curriculum documents, lesson plans and teachers’ reflective journals. This
was meant to answer the research question: What are the teachers’ views on affordances and
limitations of the integration of learners’ socio-cultural backgrounds into science teaching?
Findings from the study illuminate aspects of the role of learners’ socio-cultural practices,
experiences and beliefs in science teaching and learning; processes by which individual
teachers can improve the quality of their practice; and support mechanisms that teachers need
to make science more relevant and meaningful to learners. Central to these findings is the
contribution to the debate on the relevance and meaningfulness of science education,
particularly with a focus on making it a reality in South African science classrooms. For the
three teachers, reflection improved their knowledge, awareness and control of themselves and
their classroom practice when teaching socio-culturally diverse learners that are typical of
South African science classroom.