Literaturnachweis - Detailanzeige
| Autor/in | Cobern, William W. |
|---|---|
| Titel | A Cooperative Research Group for the Study of Culture and Science Education in Developing Countries. |
| Quelle | (1993), (7 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Constructivism (Learning); Cross Cultural Studies; Cultural Traits; Developing Nations; Educational Philosophy; Educational Principles; Elementary Secondary Education; Foreign Countries; Science Achievement; Science Education; Western Civilization |
| Abstract | In the West, science is assumed to be an integral part of Western culture. What interests Western educators and policy makers is achievement in science, particularly the comparative achievement in science among students of different Western nations plus Japan. Americans are constantly asking whether or not our students know as much science as Japanese and German students, for example. While educators in non-Western, developing nations share an interest in achievement, they ask other questions that rarely arise in the West, more fundamental questions about world view and the compatibility of various non-Western world views with modern science. There is also the question of what influences Western scientific thought has on traditional thought, and whether those influences are always advantageous. Several scholars from Yemen, Nigeria, Lesotho, Botswana, and the United States have formed a cooperative team to examine some of these issues. Three points addressed by the research are: (1) the fallible and subjective nature of science; (2) learning as a constructive process; and (3) cultural features shared by the United States and developing countries. (MDH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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