Literaturnachweis - Detailanzeige
| Autor/inn/en | Nampota, D. C.; Thompson, J. J. |
|---|---|
| Titel | Curriculum Continuity and School to University Transition: Science and Technology Programmes in Malawi |
| Quelle | In: Compare: A Journal of Comparative Education, 38 (2008) 2, S.233-246 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0305-7925 |
| Schlagwörter | Foreign Countries; Science Education; Integrated Curriculum; Developmental Continuity; College Preparation; Transitional Programs; Interviews; Portfolio Assessment; Curriculum Research; Program Effectiveness; Qualitative Research; Educational Assessment; Educational Indicators; Malawi |
| Abstract | This paper reports on a study that explored issues of curriculum continuity at the school to university level transition in Malawi. It bases its analysis on the school integrated science curriculum and university science and technology programmes. Data were collected through interviews, documentation and classroom observations. The findings show that gaps do exist, with both the "intended" and the "experienced" curriculum, between integrated science and the requirements of university science and technology programmes in the three categories of the knowledge of science, science as a way of knowing and general knowledge and skills. With respect to the investigative nature of science, gaps exist only with the delivered curriculum. Implications for both the integrated science curriculum and the university science and technology programmes are discussed. (Contains 7 tables.) (Author). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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