Bridging the Gap Between Schools and Non-Formal Science Institutions: Using New York City\u27s Non-Formal Resources to Teach Science

Effective science teaching and learning needs to take place in an environment in which the formal and non-formal worlds of science combine their expertise and resources. Science learning and ultimately, scientific literacy for all depends on the teaching that occurs both in schools and in non-formal settings. As we move towards the attainment of scientific literacy for all, it is becoming more imperative that we recognize and utilize the media, industry education programs, non-formal science centers, museums, and other science learning outlets as valuable segments of our nation’s science education infrastructure. This paper describes the context, rationale, and outline of the non-formal science education course developed at New York University under the auspices of New York Collaborative for Excellence in Teacher Preparation (NYCETP) and the subsequently developed non-formal science education specialization

Science education research in the Caribbean: Retrospect and prospect

doi: 10.1080/03057268908559967This paper describes the nature and focus of research in science education in the Caribbean completed and published between 1970-1987, and attempts to: (a) identify the strengths and weaknesses of the Caribbean Science Education Research System, (b) show the status of research and (c) lend direction to plans for future research in science education. The research was examined, synthesized, and organized around 11 themes: 1) agricultural education, 2) cognitive development/attainment, 3) curriculum development, 4) implementation and evaluation, 5) environmental education, 6) science achievement/orientation, 7) science attitudes, 8) nutrition/health education, 9) science teaching, 10) science teacher education, and 11) scientific literacy. Each theme is treated separately and described in terms of the nature and focus of research, findings, implications, and future direction

Report of a workshop for teachers as curriculum developers and implementers

This is the report of a workshop in which acted as developers of a fourth year primary science curriculum. The aims of the workshop were to increase the teachers' awareness of the elements of curriculum development and to give them the experience of: 1) writing behavioural objectives, 2) preparing science activities for teachers' guides for the primary school, and 3) preparing competency measure task

The teaching of elementary science and the development of an elementary science syllabus for Trinidad and Tobago

Before commencing a science programme, teachers must have a clear understanding of 15 issues raised in this paper. Among these are: 1) What is science? 2) What is science education? 3) How can children begin to think like scientists? 4) When should children be introduced to the various science processes? and 5) What type of science background must the teacher have? The paper attempts to clarify these issues and presents a proposed 7-year syllabus for primary school students from ages 5-1

The role of out-of-school science popularization programmes as a support to primary school science teaching

Some problems encountered in primary science teaching in Trinidad and Tobago include: the lack of formal science training among primary school teachers, day-to-day problems of classroom management, and the influence of preschool concepts in science. A programme consisting of well-organized science fairs, mobile or fixed science and technology museums, and science learning centres should help to alleviate some of the existing problems in Trinidad and Tobago and the rest of the Caribbean. The syllabuses followed in some of the Caribbean islands are appendedSeminar/Workshop on the Problems of Science Popularization in the Caribbean, Port of Spain, Trinidad, 8 Oct., 1985UNESC

Development of an elementary science curriculum for Trinidad and Tobago

This paper discusses the philosophy, procedures, and activities involved in the development of a science curriculum for primary schools in Trinidad and Tobag