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This article sheds light on two missing links in the science school curriculum which result in learners' wellness and appreciation for a holistic view of health not being adequately addressed. Firstly, in the natural sciences curriculum (Senior Phase) and life sciences curriculum (Further Education and Training), health and wellness are often viewed (also by the teachers) from a reductionist perspective, which results in learners not appreciating the holistic nature of healthcare. Secondly, I argue for greater emphasis on the affective domain in the science classroom, and a stronger focus on indigenous knowledge systems which do embrace holism. The article provides practical examples of border crossing between the natural sciences and metaphysics, without ignoring the tenets of the nature of science. The author shows how such border crossing could result in learners developing a more nuanced understanding of and appreciation for holistic wellness. [ABSTRACT FROM AUTHOR]

This article describes education students' engagement in simulation games during an excursion. The focus is on how the United Nations' eight millennium development goals could be addressed in teacher education programmes. The authors specifically look at activities that aim to sensitize teachers about HIV and AIDS and food security. They view learning from a neo-Vygotskian perspective known as activity theory, which rates simulation games as the primary strategy for learner involvement. The students become homo ludens (playing human, Huizinga 1955), and this facilitates embodied meaning-making. From this position it is suggested that the particular curriculum holds some promise for exploring HIV and AIDS education, poverty and food security. [ABSTRACT FROM AUTHOR]

In this article the authors report on research that was conducted about teachers' views on evolution, which was introduced as a theme in the school life sciences curriculum in 2008. This innovation in the curriculum has been met with mixed reactions. Whereas some teachers embrace this new theme, many teachers are opposed to the teaching of evolution. The article reports on an inquiry that was conducted amongst 255 teachers and in which survey questionnaires were used to collect qualitative data, which was analysed for its discourse. The discourse of the teachers shows that many of them cannot reconcile their religious faith with their teaching and that they may teach the 'facts' of evolution, but make sure that they discredit evolution as a theory. This raises serious concerns about teacher education and curriculum development. The authors examine these issues through the lens of conceptual change theory. [ABSTRACT FROM AUTHOR]