Browsing by Author "Fraser-Abder, Pamela"

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    A status study of science attitudes of elementary school teachers in Trinidad and Tobago
    (1980-10) Fraser-Abder, Pamela; Shrigley, Robert L.
    The purpose of this study was to investigate the science attitude to primary school teachers in Trinidad and Tobago. The effects of six variables were tested: 1) gender difference, 2) teaching level, 3) school type, 4) geographical location, 5) mathematics courses, and 6) science courses. The Science Attitude Scale for In-Service Elementary Teachers (Shrigley and Johnson, 1974) was administered to 880 subjects representing the total population of primary school teacher enrolled at six teacher training colleges in the 1977-1978 academic year. Results of the data analysis showed that: 1) male teachers appeared to have a more positive attitude than female teachers, 2) teachers of 11-year-olds had a better attitude than teachers of six-year-olds, 3) the type of school attended did not appear to affect the science attitude of teachers, 4) rural and suburban teachers had a significantly higher attitude mean score than urban teachers, 5) attendance at mathematics courses did not appear to affect attitudes, and 6) scores of teachers having science at primary and secondary levels were significantly higher than teachers having science in primary school only or those having no science courses.
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    A status study of the science attitudes of elementary school teachers in Trinidad and Tobago
    (Oct. 1980) Fraser-Abder, Pamela;
    The purpose of this study was to investigate the science attitude of primary school teachers in Trinidad and Tobago. The effects of six variables were tested: 1) gender difference, 2) teaching level, 3) school type, 4) geographical location, 5) mathematics courses, and 6) science courses. The Science Attitude Scale for In-Service Elementary Teachers (Shrigley & Johnson, 1974) was administered to 880 subjects representing the total population of primary school teachers enrolled at six teacher training colleges in the 1977-1978 academic year. Results of the data analysis showed that: 1) male teachers appeared to have a more positive attitude than female teachers, 2) teachers of 11-year-olds had a better attitude than teachers of 6-year-olds, 3) the type of school attended did not appear to affect the science attitude of teachers, 4) rural and suburban teachers had a significantly higher attitude mean score than urban teachers, 5) attendance at mathematics courses did not appear to affect attitudes, and 6) scores of teachers having science at primary and secondary levels were significantly higher than teachers having science in primary school only or those having no science courses
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    An analysis of teacher, student and parent evaluation of an elementary process-approach curriculum
    Fraser-Abder, Pamela;
    This study was designed to assess and analyse parent, student, and teacher evaluation of specific aspects of the curriculum and science teaching in the Trinidad and Tobago primary school system. The effect of teacher involvement in curriculum development on student interest, curriculum effectiveness, and student, parent, and teacher attitude to the curriculum was also examined. Two hundred and fifty parents, 700 students and 300 teachers were randomly selected to respond to questionnaires that assessed: parental involvement, parental perception of student enjoyment, parental opinions of science teaching and its effect on the child, student and teacher interest in the curriculum, student enjoyment, understanding and participation, teacher evaluation, difficulties in teaching the programme, usefulness of teachers' guides, and effectiveness of implementation strategies. The findings indicate that most parents, students, and teachers found the curriculum to be exciting, effective, and interesting. Concerns about science and how to teach science were greatest among teachers with a weak science background. Further inservice training for teachers is necessary to ensure longevity and effectiveness of the curriculum. The data suggest that the nature of the curriculum allows teachers to present a positive and exciting image of science
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    An experimental study into the effect of science teaching on the Trinidadian fifth-grade child's concept of Piagetian physical causality
    (1982) Fraser-Abder, Pamela;
    A sample of 835 children from 37 schools was divided into experimental and control groups. The former received science instruction, the latter language arts instruction. Tests used were the Concept Assessment Kit--Conservation Forms A and B, the Metropolitan Achievement Test, Form C and two clinical interviews that assessed the child's concept of living and floating. The experimental group scored significantly higher than the control group, girls scored significantly higher than boys for the concept of living, verbal ability scores and clinical interviews were highly correlated, and significant differences were found between the child's stage of development and the concept of living. It is concluded that participation in selected science experiences tended to enhance the development of the concepts of living and floating, and that causal relationships of animism and dynamism could be taught to fifth-grade Trinidadian students
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    Cognitive development among Grade 1 and 2 students in some Caribbean islands
    (UWI, 1985) Fraser-Abder, Pamela;
    This study attempted to determine the cognitive developmental level attained by Grades 1 and 2 students in some Caribbean islands and determine whether differences existed in the attainment of the cognitive development level by students in the different islands. The sample comprised 1,621 first grade students and 1,414 second grade students from six Caribbean islands. The study involved the administration of the Concepts in Secondary Mathematics and Science Programme Operational Task 1 to the students. In both Grades 1 and 2, the majority of the students were still at the pre-operational stage. About 27 percent of Grade 1 students were at the concrete and early formal level; 43.4 percent of the Grade 2 students were at the concrete level, but none were at the formal level. There were some differences in the attainment of cognitive development among students in the islands studied. In St. Lucia, two Grade 1 students were found to be at the early formal level, while in Barbados the highest level attained was the early concrete level. In Jamaica and St. Kitts, the mid-concrete was the highest level attained while the highest level in Trinidad and Tobago was the late concrete. The highest level attained in Grade 2 was the late concrete in Trinidad and Tobago and the mid-concrete in the other countries
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    Concept development in elementary students in Trinidad and Tobago
    (School of Education, UWI, 1967) Fraser-Abder, Pamela;
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    Determinants of science achievement at the elementary level in a ""minority"" population
    Fraser-Abder, Pamela;
    This study examines some of the postulated determinants of science achievement at the primary level. The determinants examined are gender, parental occupation, socio-economic status, school gender, and school type. The 977 students who served as subjects were randomly selected from approximately 20,000 Trinidadian students who wrote the 11+ examination in March 1989. They were spread among nine denominational and six government schools. Overall, the results indicate that numerous factors appear to influence the achievement of primary school students. Since many negative factors appear to be correlated with home background, it was recommended that this should be the starting point of intervention
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    Development of an elementary science curriculum for Trinidad and Tobago
    (School of Education, UWI, 1979) Fraser-Abder, Pamela;
    This paper discusses the philosophy, procedures, and activities involved in the development of a science curriculum for primary schools in Trinidad and Tobago
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    Development, implementation and evaluation of the Science - A Process Approach for Trinidad and Tobago (SAPATT) Science Curriculum (Phase 1)
    Fraser-Abder, Pamela;
    This report traces the development of science education, particularly the primary science curriculum, in Trinidad and Tobago. Problem areas that have influenced science instruction are identified. A model is presented for teacher involvement in primary science curriculum development. Through this approach, approximately 700 teachers were involved with curriculum writing form 1977-1983. The teachers also helped in the implementation of Science - A Process Approach for Trinidad and Tobago (SAPATT). An evaluative study of the SAPATT curriculum is presented and includes: 1) the research plan; 2) statement of problems; 3) methodology (attitude, implementation, evaluation); and 4) present phase of study (procedures, results). The study reveals that high scores have been achieved by SAPATT students and that teachers have evidenced significant interest and participation levels in the programme. It is recommended that all schools--private and public--should use the programme and that SAPATT teachers' guides be distributed to all schools
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    Evaluation and revision of SAPATT, Year 1
    (School of Education, UWI, 1979) Fraser-Abder, Pamela;
    This is an evaluation of the new science curriculum introduced in Trinidad and Tobago in 1978 entitled "Science: A Process Approach for Trinidad and Tobago" (SAPATT). It was monitored and evaluated in 25 schools using a total of 756 students between the ages of 5 and 6 years. The formative evaluation used to assist in the revision of the trial curriculum for the first year students used the following techniques: 1) Classroom visitation, 2) Teacher verbal reports and questionnaires, 3) Student questionnaire, 4) Competency measure tasks, 5) End-of-term tests, 6) Video tapes, and 7) Views of professional curriculum developers
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    Participation in a curriculum development model and its effect on teacher attitude toward science teaching
    (Nov. 1989) Fraser-Abder, Pamela;
    This article describes a workshop model administered for 10 days over a period of seven weeks. The workshop was used to develop a primary science curriculum in Trinidad and Tobago. The effect of the model on teacher attitudes toward science and science teaching was evaluated
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    Perspectives for science curriculum development in a developing society
    (School of Education, UWI, 1980) Fraser-Abder, Pamela;
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    Primary science - Past, present and future: A rationale for change
    (1980-01-30) Fraser-Abder, Pamela
    This paper attempts to describe the gradual evolution of primary science in Trinidad and Tobago.
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    Primary Science for the Caribbean: A Process Approach: Study-Workbook 7 for Standard 5 Common Entrance: Second Edition
    (Heinemann Educational Books, 1985) Douglass, Raphael; Fraser-Abder, Pamela
    To the teacher this study workbook is designed to help pupils achieve the aims and objectives set out in the SAPATT Common Entrance Guide. All SAPATT topics and processes are dealt with and there are additional activities to ensure adequate reinforcement. To pupils the study-workbook will help with primary school science. Pupils will observe, classify, measure, communicate, predict, infer, define operationally, formulate hypotheses, control variables, interpret data, and finally begin simple 'experimenting'.
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    Report of a science workshop conducted by Dr. R. Shrigley for Common Entrance teachers
    (School of Education, UWI, 1979) Fraser-Abder, Pamela;
    This workshop aimed to: 1) educate teachers in the teaching of elementary science; 2) introduce teachers to some teaching strategies; 3) introduce teachers to a variety of science teaching methods including the process approach; 4) expose teachers to a modern elementary programme - Science for the seventies; and 5) assist teachers in the preparation of students for the Common Entrance Examination
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    Report of a workshop for teachers as curriculum developers and implementers
    (School of Education, UWI, 1980) Fraser-Abder, Pamela;
    This is the report of a workshop in which acted as developers of a fourth year primary science curriculum. The aims of the workshop were to increase the teachers' awareness of the elements of curriculum development and to give them the experience of: 1) writing behavioural objectives, 2) preparing science activities for teachers' guides for the primary school, and 3) preparing competency measure tasks
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    Science curriculum model
    (School of Education, UWI, 1980) Fraser-Abder, Pamela;
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    Science education research in the Caribbean: Retrospect and prospect
    (1989) Fraser-Abder, Pamela;
    This paper describes the nature and focus of research in science education in the Caribbean completed and published between 1970-1987, and attempts to: (a) identify the strengths and weaknesses of the Caribbean Science Education Research System, (b) show the status of research and (c) lend direction to plans for future research in science education. The research was examined, synthesized, and organized around 11 themes: 1) agricultural education, 2) cognitive development/attainment, 3) curriculum development, 4) implementation and evaluation, 5) environmental education, 6) science achievement/orientation, 7) science attitudes, 8) nutrition/health education, 9) science teaching, 10) science teacher education, and 11) scientific literacy. Each theme is treated separately and described in terms of the nature and focus of research, findings, implications, and future directions