Science curriculum and cognitive development in the Caribbean
| dc.Institution | Chelsea College, University of London | |
| dc.contributor.author | Adey, Philip S. | |
| dc.contributor.editor | ||
| dc.coverage.spatial | ||
| dc.date.accessioned | 2022-01-18T17:54:14Z | |
| dc.date.available | 2022-01-18T17:54:14Z | |
| dc.date.issued | 1979 | |
| dc.description | ||
| dc.description.abstract | This study asserts that a pupil needs to be at a certain stage of cognitive development before he can comprehend some curriculum activities with which he is presented. Pupils from different types of schools in Barbados, Guyana, Jamaica, and Trinidad were tested to determine their level of cognitive development in Piagetian terms. The West Indian Science Curriculum (WISC) was also analysed to determine the cognitive level demanded by each of its activities. Implications of both sets of data for the WISC and science curriculum development in general are drawn, and tentative recommendations are made for curriculum reform. Research methods are reviewed and possibilities for their improvement are considered | |
| dc.description.sponsorship | ||
| dc.description.sponsorship | ||
| dc.extent | 257 p | |
| dc.identifier.other | 789 | |
| dc.identifier.uri | https://hdl.handle.net/2139/52890 | |
| dc.publisher | ||
| dc.relation.ispartofseries | ||
| dc.relation.ispartofseries | ||
| dc.relation.ispartofseries | ||
| dc.source | ||
| dc.source.uri | School of Education Library, UWISA - WI RES Q180.4 W5 A233 | |
| dc.subject.other | West Indian Science Curriculum | |
| dc.title | Science curriculum and cognitive development in the Caribbean | |
| dc.type | Ph.D. |