Collateral learning in science: Students' responses to a cross-cultural unit of work

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dc.contributor.authorHerbert, Susan M.
dc.date.accessioned2016-06-27T17:15:27Z
dc.date.available2016-06-27T17:15:27Z
dc.date.issued2008
dc.description.abstractThis study sought to investigate the nature of students' responses to a cross-cultural science unit entitled "Maintaining health." The unit was designed to help students to build bridges between their traditional practices and beliefs and western science concepts. This paper reports students' responses to a pre-test and post-test, and their reflections on their learning. The responses were analysed using the collateral learning model. there was evidence of parallel, dependent, and secured collateral learning. The implications for science teaching and for assessing science learning are discusseden_US
dc.identifier.citationHerbert, S. M. (2008). Collateral learning in science: Students' responses to a cross-cultural unit of work. International Journal of Science Education, 30(7), 979-993.en_US
dc.identifier.urihttps://hdl.handle.net/2139/42287
dc.language.isoenen_US
dc.publisherTaylor and Francis Groupen_US
dc.subjectScience educationen_US
dc.subjectSecondary school studentsen_US
dc.subjectCollateral learningen_US
dc.subjectTeaching methodsen_US
dc.subjectTrinidad and Tobagoen_US
dc.titleCollateral learning in science: Students' responses to a cross-cultural unit of worken_US
dc.typeArticleen_US

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