Browsing by Author "Lancaster, Colin M."
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Item A primary science curriculum development in a small Caribbean island(International Council of Associations for Science, 1980) King, Winston K.; Lancaster, Colin M.This case study describes the rationale and strategy used in the development of a primary science curriculum, and identifies the roles played by science teachers, personnel in the Ministry of Education, and educational consultants in its development, diffusion, and implementationItem A primary science curriculum development in a small island state(International Council of Associations for Science Education, 1979) Lancaster, Colin M.; Lancaster, Colin M.This article describes the rationale for, strategy, and tactics used in developing a primary science curriculum in a small Caribbean island group. It concludes that the strategy was successful because the key people were involved at all stagesItem A view of science education in the Caribbean(Caribbean Regional Science Project, 1978) Lancaster, Colin M.;This article describes developments in science education in the Caribbean. These include the development of primary science curricula in several countries, based on Piagetian development levels--the West Indian Science Curriculum (WISC) at the junior secondary level; the Caribbean Integrated Science Curriculum at the senior secondary level, and the introduction of a science curriculum into the seven teachers' colleges of the Eastern Caribbean. Among eight difficulties identified are: teacher resistance, the high wastage of science teachers, the high cost of science equipment, and the question of "productivity." Possible solutions to these problems have emerged. It concludes that three of the major needs arising out of the likely thrust towards the primary sector in the near future are: 1) the correlation of scientific abilities with Piagetian stages of development of children in the Caribbean, 2) the identification of scientific abilities of preschool children, and 3) the implications of such developments for teacher educationItem Environmental approach - primary science curriculum Belize(International Council of Associations for Science Education, 1979) Raymond, Ernest W.; Lancaster, Colin M.One of the goals of the Rural Education and Agriculture Project (REAP) was to produce a curriculum that integrates rural environmental knowledge, skills, and attitudes in the existing curriculum to make it more relevant. Examples from Units of Activities found in Curriculum Guides at the Infant, Junior, and Senior Primary levels are given, followed by a description of science-related activities that can be found in the REAP curriculumItem Implications of primary science curriculum developments for teachers' colleges(International Council of Associations for Science Education, 1979) Charles, Vincent; Lancaster, Colin M.Given the developments in primary science curricula, teachers' colleges in the Caribbean will have to produce: 1) students who understand and appreciate how children learn science, what science is and what science education implies; 2) students who can blend science content and methodology in order to make science a worthwhile venture in schools; and 3) students who are able to use the environment as a science laboratoryItem Integrated science to O-Level: A Caribbean case study(International Council of Associations for Science Education, 1979) Lambert, E. N.; Lancaster, Colin M.This article briefly considers some strengths and weaknesses of the Caribbean Examinations Council (CXC) examinations in Integrated Science. It notes that the new subject could have benefited initially from "heavy" marketing and that the slow flow of information from panel and examiners via CXC to science teachers had not been helpful. The need to exploit the full range of strategies for teacher re-orientation, for revision of the syllabus, clarification on the issues of practical and project work, and for the production of written materials is emphasizedItem Opinions on science education in the Caribbean - a science opinion poll(School of Education, UWI, 1980) Lancaster, Colin M.This paper reports the results of applying a battery of attitude assessments to practicing student teachers in a largely rural Caribbean country of mixed ethnic groupings. The tests reviewed: 1) aims of primary education; 2) constraints imposed; 3) attitudes towards stated aims, child-centeredness, and innovation; and 4) attitudes to science education. The results and their implications for teacher education are discussed.Item Opinions on science education in the Caribbean - a science opinion poll(School of Education, UWI, [198?]) Lancaster, Colin M.;This paper reports the results of applying a battery of attitude assessments to practising student teachers in a largely rural Caribbean country of mixed ethnic groupings. The tests reviewed: 1) aims of primary education; 2) constraints imposed; 3) attitudes towards stated aims, child-centredness, and innovation; and 4) attitudes to science education. The results and their implications for teacher education are discussedItem Science education for progress: A Caribbean perspective(International Council of Associations of Science, 1979) ; Lancaster, Colin M.Item Strategies for the implementation of innovation in secondary science education in the Caribbean(International Council of Associations for Science Education, 1979) Reay, Judith F.; Lancaster, Colin M.The responses of 15 science educators from four Caribbean countries to a two-part questionnaire inform this discussion of the function and value of teachers in curriculum development. The extent to which science teachers are influenced by curricula and the effectiveness of science teacher education are the concerns of a pilot teacher's questionnaire, which is also discussedItem The assessment of project work in science(Apr. 1979) Lancaster, Colin M.;This article reviews the nature and aims of project work found in various science curricula and in light of these, suggests an appropriate assessment instrument for secondary school integrated science programmes in the Caribbean. The five categories for assessment are: statement of the problem, review of resources, selection of approaches, application of information, and communication. These are subdivided into 30 components and rated by an assessor on a five-point scale, using a similar technique to Broomes' "Assessment of Individual Studies"Item Towards a science curriculum for Eastern Caribbean teachers' colleges(International Council of Associations for Science Education, 1979) King, Winston K.; Lancaster, Colin M.This paper outlines the salient points of consideration in developing a programme for would-be primary science teachers with reference to the objectives of Caribbean primary science curricula; the needs of society; the needs of the student teacher; and curriculum content, methods, and evaluation