Literaturnachweis - Detailanzeige
| Autor/inn/en | Taylor, Neil; Maiwaikatakata, Tema; Biukoto, Emele; Suluma, Wili; Coll, Richard K. |
|---|---|
| Titel | Improving Elementary Science Education in a Developing Country: A Case Study From Fiji |
| Quelle | In: International Journal of Educational Reform, 17 (2008) 2, S.133-152 (20 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1056-7879 |
| Schlagwörter | Constructivism (Learning); Elementary School Science; Scientific Concepts; Science Instruction; Science Education; Teaching Methods; Foreign Countries; Educational Improvement; Developing Nations; Teacher Education; Elementary School Teachers; Teacher Competencies; Student Teacher Attitudes; Fiji Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Teaching improvement; Unterrichtsentwicklung; Developing country; Developing countries; Entwicklungsland; Lehrerausbildung; Lehrerbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrkunst; Fidschi |
| Abstract | Improved science education is seen as an important goal for many developing countries. The role of elementary science is of particular importance, given that research has shown a high correlation between economic growth and the time spent on elementary science education. However, the teaching of science in many developing countries is dominated by a highly traditional didactic approach that many researchers believe fails to develop the understanding of scientific concepts in learners. The project discussed in this article formed part of much wider reforms aimed at improving science education in Fiji.We report on efforts to improve teacher education in elementary science in Fiji, using an innovative teaching approach consisting of pedagogy based on a constructivist-informed view of learning. The study indicated that a constructivist-based teaching approach could be effective in supporting science learning and enhancing students' enjoyment of this subject. The findings may have implications for other science-based teacher education projects undertaken in the context of developing countries, especially when considering that this initiative will articulate with changes to the system of assessment in elementary schools. (Contains 2 figures and 1 table.) (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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