The meaning of ‘relevance’ in science education and its implications for the science curriculum

TLDR

Relevance is a key term in science education reform, frequently cited by policymakers, curriculum developers, researchers, and teachers, yet its meaning is inconsistently defined across policy documents and literature. This review proposes an advanced organisational scheme for the term “relevance” and offers practical guidance for its application in science curricula. The authors analyze existing literature to develop the scheme and provide recommendations for curriculum implementation. Keywords include relevance, scientific literacy, interest, motivation, curriculum, curriculum emphasis, and educational reform.

Abstract

Abstract ‘Relevance’ is one of the key terms related to reforms in the teaching and learning of science. It is often used by policy-makers, curriculum developers, science education researchers and science teachers. In recent years, many policy documents based on international surveys have claimed that science education is often seen (especially at the secondary school level) as being irrelevant for and by the learners. The literature suggests that making science learning relevant both to the learner personally and to the society in which he or she lives should be one of the key goals of science education. However, what ‘relevant’ means is usually inadequately conceptualised. This review of the literature clearly reveals that the term relevance is used with widely variant meanings. From our analysis of the literature, we will suggest an advanced organisational scheme for the term ‘relevance’ and provide helpful suggestions for its use in the field of the science curriculum. Keywords: relevancescientific literacyinterestmotivationcurriculumcurriculum emphasiseducational reform