Abstract
In pursuit of quality and equity in science education, the South African National Curriculum Statement aims to ensure learner acquisition and application of knowledge and skills in ways that are meaningful to learners. In this regard, the curriculum promotes knowledge in both local and global contexts. This study investigated how teachers’ knowledge of learners’ socio-cultural practices, experiences and beliefs is invoked in enacting multiple pedagogical and instructional strategies that make science relevant to learners. Three high school science teachers from three township schools were observed teaching while incorporating learners’ socio-cultural practices, experiences and beliefs into teaching the topics reproduction, nutrition, and healthy diet. The teachers were interviewed after each lesson via a closed-ended protocol. Science local curriculum documents and lesson plans were also analysed. A total of five lesson observations and five post- lesson interviews per teacher were analysed using the constant comparative method. The findings revealed that teachers use probing and open-ended questions, argumentation in groups, authentic problem-solving activities and resources, examples, experiences and language familiar to learners. Such practices promote class and group interaction, develop critical and analytical thinking skills in learners, and promote conceptual understanding. The research findings provide insights into how certain science topics can be taught in meaningful ways to socio-economically and culturally diverse learners, which can contribute to the current debate on relevant education in a country faced with huge diversity.