Stears, Michèle2016-06-102016-06-102010Stears, M. (2010). Relevant science curriculum: what do children regard as relevant?. Acta Academica, 42(2), 199-216.0587-2405 (print)2415-0479 (online)http://hdl.handle.net/11660/2774English: This article attempts to find out what children regard as relevant science. As the research was located within the framework of social constructivism, emphasis was placed on the context where learners came from and within which they were learning science. Data were collected to determine how learners responded to a relevant science curriculum. Analysis of the data suggests that learners respond in different ways. Some saw relevance in improving their understanding of science concepts, while others experienced the curriculum as relevant because it satisfied their personal and emotional needs. The findings show that the essence of a relevant science curriculum lies in a particular design. A relevant curriculum acknowledges that science education is more than only science. This has implications for the development of a science curriculum.Afrikaans: Hierdie artikel probeer vasstel wat kinders as relevante wetenskap beskou. Die navorsing is binne die raamwerk van sosiale konstruktivisme geleë en plaas dus klem op die sosiale konteks van leerders, asook die konteks waarin hulle wetenskap leer. Data is versamel om vas te stel hoe leerders reageer op ’n relevante wetenskapkurrikulum. Analise van die data toon dat leerders op verskillende maniere reageer. Sommige het relevansie ervaar in die verbetering van hulle wetenskaplike kennis, terwyl ander die kurrikulum as relevant beskou het omdat dit hul persoonlike en emosionele behoeftes bevredig het. ’n Relevante kurrikulum neem dus in ag dat wetenskapopvoeding meer behels as die onderrig van wetenskap en dit het noodwendig implikasies vir die ontwikkeling van wetenskapkurrikula.enSocial constructivismCurriculaScience educationArticleUniversity of the Free State