Knowledge contents reflected in post-apartheid South African physical science curriculum documents

The study analyses the contents of the grade 10 Interim Physical Science curriculum document (1995) and the National Curriculum Statement for Physical Science (2004) to investigate changes in knowledges valued in the policies. Using a multi-dimensional theoretical approach the documents were analysed in terms of: philosophical underpinnings, instructional and regulative discourses; ideology; cognitive and socio-affective competences, and, complexity of competences. Findings suggest that the NCS on the whole reconceptualises valid science knowledge. A social-constructivist philosophy of knowledge and a hybrid ideology underpins the reform. Diverse forms of knowledge for diverse purposes are valued. The socio-political goals of the new democratic social order are emphasised. There is an increase in complex cognitive and socio-affective competences with meta-cognitive competences strongly present. The implications of the openness of the document to multiple interpretations in different socio-economic contexts, for social justice, are raised.