Development, implementation and evaluation of the Science - A Process Approach for Trinidad and Tobago (SAPATT) Science Curriculum (Phase 1)

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dc.Institution
dc.contributor.authorFraser-Abder, Pamela
dc.contributor.editor
dc.coverage.spatial
dc.date.accessioned2022-01-18T17:33:29Z
dc.date.available2022-01-18T17:33:29Z
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dc.description.abstractThis 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
dc.description.sponsorshipAnnual Meeting of the National Association for Research in Science Teaching, 58th, French Lick Springs, IN, 15-18 Apr., 1985
dc.description.sponsorship
dc.extent20 p
dc.identifier.other379
dc.identifier.urihttps://hdl.handle.net/2139/52481
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dc.source
dc.source.uri
dc.subject.otherSAPATT
dc.titleDevelopment, implementation and evaluation of the Science - A Process Approach for Trinidad and Tobago (SAPATT) Science Curriculum (Phase 1)
dc.type

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