In the light of the well documented success of the approach in western societies, and the
limited data generated in this study, it appears that further investigation of the applicability of
the use of the Science Notebooks approach in the South African context is warrented. The viabilityof the approach may be particularly useful in the context of previously disadvantaged
schools where our teachers often appear unable to communicate attitudes of curiosity, respect
for evidence and critical reflection necessary for the development of higher-order cognitive
skills (Taylor & Vinjevold, 1999).