VIDEO: Into the lost Spaces of Grahamstown science education
This is a two-part series showcasing the challenges of science education in South Africa, following the exhibitions and workshops shown at SciFest Africa in Grahamstown. These pieces probe the sustainability of outside initiatives to enrich the experience of local learners.
VIDEO: Into the lost Spaces of Grahamstown science education
This is a two-part series showcasing the challenges of science education in South Africa, following the exhibitions and workshops shown at SciFest Africa in Grahamstown. These pieces probe the sustainability of outside initiatives to enrich the experience of local learners.
By creating a giant tornado of fire, crushing oil drums using air and making gigantic smoke rings, Die Physikanten aimed to make science exciting and accessible.
Sascha Ott, a scientist from Die Physikanten, believes that the purpose of the show is to allow children to become eager to learn more about science.
Is Fun Enough? by Lillian Magari and Noxolo Mafu
Although the children were entertained and enthusiastic to interact with certain experiments, science teacher at Ntsika Secondary High School, Solomon Johnson, explains that this excitement does not always filter into the classrooms beyond the annual SciFest.
The inability to provide such experiments to local school children in a sustainable way, creates an absence in general science knowledge for young pupils..
Kitchen Chemistry, in the same vein as the show done by Die Physikanten, encourages the idea of scholars being able to express their lab-making skills outside of the classroom.
While SciFest illuminates a path towards a brighter science future, the problems within science education in South Africa remain when SciFest leaves.
Science educators in Grahamstown speak about the issues observed and experienced within schools regarding thelack of institutional support and resources that have a negative impact on the performance of scholars.
SciFest highlights teachers’ struggles by Dumisa Lengwati and Taryn Isaac
Some consider Grahamstown schools to be in a privileged position due to the accessibility of resources that are available at Rhodes University.
According to Joyce Sewry however, the majority of these schools are not taking advantage of this opportunity. In this way, due to a lack of resources and teachers' own vulnerabilities, an absence is created in general science knowledge for young learners.
These pieces show the challenges facing learners in Grahamstown, and the very fragile conditions for dynamic solutions, in a context of learners dying to learn.
