Lessons from assessment: Experiences of a cross-cultural unit of work in science
| dc.contributor.author | Herbert, Susan M. | |
| dc.date.accessioned | 2016-06-27T17:22:03Z | |
| dc.date.available | 2016-06-27T17:22:03Z | |
| dc.date.issued | 2004 | |
| dc.description.abstract | This study sought to investigate the responses of students in Trinidad and Tobago to a summative assessment of a cross-cultural unit of work. The unit was designed to help students learn Western science by building bridges between their traditional practices and beliefs in health-related matters and conventional science concepts. Students' responses to a summative test were analysed qualitatively by a process of coding and categorizing. The results indicated that: 1) students did not necessarily show that they had learned conventional science when personalized tasks were associated with contextualized stimuli, and 2) students' responses provided evidence of parallel collateral learning. These findings were deliberately explored during a second research cycle, and the initial findings were corroborated. In addition, examples of dependent and secured collateral learning emerged | en_US |
| dc.identifier.citation | Herbert, S. M. (2004). Lessons from assessment: Experiences of a cross-cultural unit of work in science. Evaluation and Research in Education, 18(3), 139-157. | en_US |
| dc.identifier.uri | https://hdl.handle.net/2139/42288 | |
| dc.language.iso | en | en_US |
| dc.publisher | Taylor and Francis Group | en_US |
| dc.subject | Science education | en_US |
| dc.subject | Secondary school students | en_US |
| dc.subject | Student attitudes | en_US |
| dc.subject | Summative evaluation | en_US |
| dc.subject | Trinidad and Tobago | en_US |
| dc.title | Lessons from assessment: Experiences of a cross-cultural unit of work in science | en_US |
| dc.type | Article | en_US |