Contextualised science teaching in developing countries: Possibilities and dilemas

dc.contributor.author	George, June M.
dc.date.accessioned	2024-01-05T15:16:53Z
dc.date.available	2024-01-05T15:16:53Z
dc.date.issued	1999
dc.description	Annual Conference of the Southern African Association for Research in Mathematics and Science Education, 7th, Harare, Zimbabwe, 14-17 Jan, 1999
dc.description.abstract	This paper examines the move in some developing countries to improve the quality of science education at the primary and secondary levels by explicitly considering the cultural context of the learner in the planning for science teaching. It discusses some theoretical underpinnings of this approach and explores some of the issues that arise with respect to student learning and the role of the teacher when this approach to science teaching is attempted.
dc.description.sponsorship	University of Zimbabwe
dc.identifier.other	CERIS - 670:31
dc.identifier.uri	https://hdl.handle.net/2139/56325
dc.language.iso	en_US
dc.subject	science education
dc.subject	teaching
dc.title	Contextualised science teaching in developing countries: Possibilities and dilemas
dc.type	Other

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