The Revised National Curriculum Statement for the Natural Sciences expects learners to acquire scientific and indigenous knowledge which will enable them to, (1) solve practical problems within and outside the science classroom and (2) 'demonstrate an understanding of the relationship between science and technology, society and the environment' (Department of Education 2002, 10). The contention of this article is that the attainment of these objectives depends teachers' ability to equip their learners with the necessary intellectual skills and that this in turn, depends on the quality of their training at the higher the education level. Further, the paper shows how science teachers have modified their views about indigenous knowledge systems and pedagogical practices after enrolling on a module specifically designed to challenge their essentially mechanistic worldview.
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