Achievement of Swazi students learning science through everyday technology

African Journal of Research in Mathematics, Science and Technology Education

Volumn 1, Issue 1, 1997, Pages 26-40

  Lubben, Fred ^a   Campbell, Bob ^a   Diamini, Betty ^b  

^a UNIVERSITY OF YORK   (United Kingdom)

^b UNIVERSITY OF SWAZILAND   (Swaziland)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34247527993     PISSN: 24697656     EISSN: 18117295     Source Type: Journal    
DOI: 10.1080/10288457.1997.10756086     Document Type: Article

References (13)

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2. Campbell, B., (1995) Pupil attainment outcomes of in-service training to support a technological approach to science teaching in Swaziland. Science Education Paper 95/03, Department of Educational Studies, University of York.
3. Campbell, B., Lazonby, J., Nicholson, P., Ramsden, J., and Waddington, D., (1994) Science:the Salters' Approach - a case study of the process of large scale curriculum develoment. Science Education, 78, 5, 415–447.
4. Dlamini, B., Lubben, F., and Campbell, B., (1996) Liked and disliked learning activities:responses of Swazi students to science materials with a technological approach. Research in Science and Technological Education, 14, 2, 221–235.
5. Driver, R., (1988) A constructivist approach to curriculum development. In P., Fensham (Ed), Development and dilemma in science education (pp. 133–149). London:Falmer Press.
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9. Ogunniyi, M.B., (1995) The development of science education in Botswana. Science Education, 79, 1, 95–109.
10. Peacock, A., (1995) Access to science learning for children in rural Africa. International Journal of Science Education, 17, 2, 149–166.
11. Robson, M., (1992) Introducing technology through science education:a case study for Zimbabwe. Science, Technology and Development, 10, 2, 203–221.
12. Swift, D., (1992) Indigenous knowledge in the service of science and technology in developing countries. Studies in Science Education, 20, 1–28.
13. Walberg, H.J., (1991) Improving school science in advanced and developing countries. Review of Educational Research, 61, 1, 25–69.