The number of South African students who qualify for tertiary studies in the field of natural
science, engineering and technology is much lower than what is currently needed for the
country’s economy (Kriek and Grayson, 2009). Furthermore, scientific literacy amongst
South African secondary school graduates remains lower than desirable. This has been a
problem for many years. To enhance secondary education, substantial changes in the
didactical approach of South African school subjects have been suggested in the past decade.
Despite this reform, desired results in scientific literacy and the number of students reaching
the university entrance level in science and mathematics remained low (Pandor, 2006). In
2003, the Trends in International Mathematics and Science Study (TIMSS) collected
educational achievement data in fifty different countries. These tests indicated that South
African scores were the lowest of the participating countries. The National Department of
Education has since prioritized the improvement of mathematics and science teaching
("Annual Report of the Department of Education", 2009).