Helping teachers to incoporate knowledge of indigenous technologies with their science teaching

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dc.contributor.authorGeorge, June M.
dc.date.accessioned2024-01-10T19:47:31Z
dc.date.available2024-01-10T19:47:31Z
dc.date.issued1992
dc.descriptionEdited by David Layton
dc.description.abstractThis chapter examines the special circumstances of teachers in developing countries as they face the challenges of providing their students with an education in science and technology that is interesting, relevant to their out-of-school experiences, and rigorous enough to enable them acquire new concepts and skills at an appropriate level. It argues that the challenge can possibly be met by including indigenous technologies in the curriculum alongside the modern technologies. It explores the conditions necessary for science teachers in developing countries to attempt to use indigenous technologies in their teaching. It is not intended to be a prescriptive model for the teaching of science and technology in developing countries, but seeks rather to describe one strategy that might be found useful and an appropriate component of a general science and technology programme.
dc.description.sponsorshipUNESCO
dc.identifier.otherCERIS - 670:11
dc.identifier.otherScience Library, UWIM - Q181 I56 1986
dc.identifier.urihttps://hdl.handle.net/2139/56374
dc.language.isoen_US
dc.publisherUNESCO
dc.relation.ispartofseriesInnovations in science and technology education Vol. 4
dc.subjectteachers
dc.subjectindigenous technology
dc.subjectscience education
dc.subjecttechnology education
dc.titleHelping teachers to incoporate knowledge of indigenous technologies with their science teaching
dc.title.alternativeInnovations in science and technology education Vol. IV
dc.typeOther

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