Much attention in late-developing countries is given to providing access to studies which allow school leavers to enter science and technology-related careers. This book reviews research related to the crucial dimension of epistemological access to the disciplines of import, which students need as much as institutional access in order to improve their chances of success. A significant feature of this collection's research studies is that their empirical bases are highly localised, covering areas such as research methods, access, curriculum, instruction and assessment, and the relevance of science and mathematics education in Zimbabwe, Uganda, Swaziland, South Africa, Namibia, Malawi, Ghana and Lesotho. It is the outcome of a doctoral research capacity-development project, the Graduate Studies in Science, Mathematics and Technology Education (GRASSMATE).Many A-Level teachers (in biology, chemistry and physics) complained that the Extended Science done at O-Level did not ... In 1996, the government, through the CDU and ZIMSEC, introduced an O-Level Integrated Science Syllabus 5006 toanbsp;...
|Title||:||Some Developments in Research in Science and Mathematics in Sub-Saharan Africa|
|Publisher||:||African Minds - 2008|