Implications of primary science curriculum developments for teachers' colleges

dc.Institution
dc.contributor.authorCharles, Vincent
dc.contributor.editorLancaster, Colin M.
dc.coverage.spatialLondon
dc.date.accessioned2022-01-18T18:05:14Z
dc.date.available2022-01-18T18:05:14Z
dc.date.issued1979
dc.description
dc.description.abstractGiven the developments in primary science curricula, teachers' colleges in the Caribbean will have to produce: 1) students who understand and appreciate how children learn science, what science is and what science education implies; 2) students who can blend science content and methodology in order to make science a worthwhile venture in schools; and 3) students who are able to use the environment as a science laboratory
dc.description.sponsorship
dc.description.sponsorship
dc.extentpp. 72-76
dc.identifier.other941
dc.identifier.urihttps://hdl.handle.net/2139/53041
dc.publisherInternational Council of Associations for Science Education
dc.relation.ispartofseries
dc.relation.ispartofseries
dc.relation.ispartofseries
dc.sourceScience education for progress: A Caribbean perspective
dc.source.uri
dc.subject.otherPrimary school science
dc.titleImplications of primary science curriculum developments for teachers' colleges
dc.type

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