CERIS (Caribbean Educational Research Information Service)

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Thank you for choosing CERIS (Caribbean Educational Research Information Service). CERIS is an information service of the School of Education, The University of the West Indies, St. Augustine, Trinidad and Tobago. The service provides access to information on education in the English-speaking Caribbean.

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Browsing CERIS (Caribbean Educational Research Information Service) by Author "Adey, Philip S."

Now showing 1 - 6 of 6
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    An evaluation of new junior secondary science curricula in the Caribbean - interim report
    (UWI, 1973) Adey, Philip S.;
    This evaluation of the West Indian Science Curriculum Innovation Project (WISCIP) and the Science Education Project at Mona, Jamaica tested pupils following each pilot curriculum against pupils from non-pilot schools. Results indicated that the pilot curricula had a significant beneficial effect in Barbados and Jamaica in general. However, WISCIP pupils in junior secondary and comprehensive schools in Barbados, and Mona pupils in Jamaica, performed no differently from non-pilot pupils. There was no significant difference among most territories using WISCIP except that Jamaican performance was relatively high and St. Vincent performance was relatively low
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    Science and people in the Caribbean
    (Longman Caribbean, 1975) Adey, Philip S.;
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    Science curriculum and cognitive development in the Caribbean
    (1979) Adey, Philip S.;
    This study asserts that a pupil needs to be at a certain stage of cognitive development before he can comprehend some curriculum activities with which he is presented. Pupils from different types of schools in Barbados, Guyana, Jamaica, and Trinidad were tested to determine their level of cognitive development in Piagetian terms. The West Indian Science Curriculum (WISC) was also analysed to determine the cognitive level demanded by each of its activities. Implications of both sets of data for the WISC and science curriculum development in general are drawn, and tentative recommendations are made for curriculum reform. Research methods are reviewed and possibilities for their improvement are considered
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    The development of concepts in science: A survey of junior secondary pupils in Barbados
    (Ministry of Education, 1977) Adey, Philip S.;
    Two class tasks were administered to a sample of pupils, aged 11-17 years from one selective and two non-selective schools in Barbados, to assess average levels of cognitive development. Results are presented by age and by school year. In the selective school, virtually all students were at least at the late concrete operational stage, while the percentage at the early formal operational stage rose from about 25 percent of 13-year-olds to about 75 percent of 16-year-olds. About 15 percent in the 11+ age group in the non-selective schools were still pre-operational. The overall difference was highly significant in favour of boys and three hypotheses are proposed to explain this difference. A tentative analysis of the conceptual levels demanded by the West Indian Science Curriculum indicated a mismatch between curriculum demands and the cognitive levels in the schools. The methodology of curriculum analysis needs to be validated further
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    The development of concepts in science: A survey of junior secondary pupils in Guyana
    (Ministry of Education, 1976) Adey, Philip S.;
    Two class tasks were administered to 11 to14-year-old pupils from five schools, in order to assess typical levels of cognitive development. Results are shown for secondary and all-age pupils, first by age and then by school year. Comparison between selective and non-selective schools shows that the levels of development in the former were higher than in the latter. In the selective secondary schools there appeared to be a quite sudden growth in the proportion of formal operational thinkers in the fourth year. In the all-age schools, some 30 percent of pupils in their first year were pre-operational. There appeared to be some difference in the rate at which boys and girls in secondary schools achieved the concepts investigated and three hypotheses are proposed. An analysis of the conceptual demands of the West Indian Science Curriculum (WISC) indicates that much of the curriculum makes demands at the late concrete operational level. This can only be met by 50 percent of the first-year pupils in secondary schools and by not more than 30 percent of pupils in the all-age schools
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    The development of concepts of science: A survey of lower secondary pupils in Trinidad; first draft
    (Apr. 1977) Adey, Philip S.;
    Two tasks were administered to some 1,100 students in the 11 to 15-year age group in eight schools in Trinidad. Cognitive levels were then ascribed to pupils and results by age and by school year group are presented in tabular format. Results indicate that in the lower range school, some 28 percent of pupils in the first year were pre-operational; there was a striking difference in the percentage of late concrete operational pupils in the upper and lower range schools, and it was not until the fourth year of the more selective schools that many pupils reached the stage of formal operations. Possible explanations for observed gender differences are advanced, as are tentative results of an analysis of the conceptual demands of the West Indian Science Curriculum (WISC) Innovation Project. Much of the curriculum makes demands at the level of late concrete operations, which can only be met by some 35 percent of first-year pupils