Implications of primary science curriculum developments for teachers' colleges
| dc.Institution | ||
| dc.contributor.author | Charles, Vincent | |
| dc.contributor.editor | Lancaster, Colin M. | |
| dc.coverage.spatial | London | |
| dc.date.accessioned | 2022-01-18T18:05:14Z | |
| dc.date.available | 2022-01-18T18:05:14Z | |
| dc.date.issued | 1979 | |
| dc.description | ||
| dc.description.abstract | Given 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.extent | pp. 72-76 | |
| dc.identifier.other | 941 | |
| dc.identifier.uri | https://hdl.handle.net/2139/53041 | |
| dc.publisher | International Council of Associations for Science Education | |
| dc.relation.ispartofseries | ||
| dc.relation.ispartofseries | ||
| dc.relation.ispartofseries | ||
| dc.source | Science education for progress: A Caribbean perspective | |
| dc.source.uri | ||
| dc.subject.other | Primary school science | |
| dc.title | Implications of primary science curriculum developments for teachers' colleges | |
| dc.type |