An Evaluation of the UNESCO Primary Science Pilot Project in Malawi. African Studies in Curriculum Development and Evaluation No. 70.

Autor/in	Nkaonja, Maria I.
Institution	African Curriculum Organisation.
Titel	An Evaluation of the UNESCO Primary Science Pilot Project in Malawi. African Studies in Curriculum Development and Evaluation No. 70.
Quelle	(1982), (94 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Academic Achievement; Attitude Change; Curriculum Development; Curriculum Evaluation; Curriculum Problems; Elementary Education; Elementary School Science; Foreign Countries; Pilot Projects; Program Effectiveness; Program Evaluation; Science Curriculum; Science Education; Science Programs; Student Attitudes; Teacher Effectiveness; Malawi + Suchen Sie Ihr Suchwort? Schulleistung; Attitudinal change; Einstellungsänderung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Elementarunterricht; Ausland; Pilot project; Modellversuch; Pilotprojekt; Programme evaluation; Programmevaluation; Naturwissenschaftliche Bildung; Schülerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	This study was conducted to examine the effectiveness of the UNESCO Primary Science Project being piloted in Grade 5 in selected Malawi schools. Specific objectives included determining: (1) differences in performance and attitudes between students following the UNESCO program and students following the old primary science program and (2) problems being faced by the UNESCO program in the trial schools which were not foreseen by program developers. The major findings indicate the following: there was a significant difference in achievement (in favor of the new program); a greater number of students in trial schools believe they should learn science; little difference exists between schools in student choice of teaching science as a career; about one-third of students in both trial/control schools find science difficult; and several implementation problems (such as large classes, unavailability of resource materials, lack of storage space, low level of understanding when science is taught in English, and others) are faced by the trial schools. These findings (not applicable to all schools because the sample was limited to Lilongwe City schools) suggest that the UNESCO program is bringing about significant improvement in students' science understanding and that the pilot program is helping students develop a more positive attitude toward science than the current science program. Specific recommendations and supporting documentation (in appendices) are included. (JN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC