Abstract
The study is based on the constructivist epistemology which assumes that in order to understand an individual’s
interpretations of reality, one has to understand the particular social contexts within which they operate. The paper
addresses the question: How does the integration of learners’ practices, experiences and beliefs in science teaching
influence classroom interactions? Three Natural Sciences teachers were observed as they integrated their learners’ sociocultural
practices, experiences and beliefs into their teaching, through the use of real-life scenarios or authentic problems
familiar to learners. The teachers used argumentation activities to assist learners to evaluate the authenticity of their sociocultural
beliefs against scientific knowledge or vice versa. Teachers also used group activities, learners’ home languages to
explain abstract concepts, and drew on learner experiences from their communities. Learner interactions in class were
valuable in fostering a sense of belonging or being valued in the class. Consequently, most learners became active
participants during the teaching and learning process. Integration of learners’ socio-cultural background may support
learners from disadvantaged townships in South Africa in conceptualising science concepts in a comprehensible manner,
and allow them to realise the utility value of the school scientific knowledge and skills in their lives.