Back to Home Page of CD3WD Project or Back to list of CD3WD Publications

PREVIOUS PAGE TABLE OF CONTENTS


10. References

ANC Education Department (1994) Implementation plan for education and training. Johannesburg: Centre for Education Policy Development.

Baimba, A., Kattern, R. and Kirkwood, V. (1993) Innovation in a science curriculum: a Sierra Leone case study. International Journal of Science Education, 15, 2, 213-219.

** Campbell, B., Dlamini, B. and Lubben, F. (1994a) Air and Life: The Matsapha Lessons. Alternative Curriculum Materials for Form 2 Science. Teacher Guide and Student Workbook. University of York.

** Campbell, B., Dlamini, B. and Lubben, F. (1994b) Electricity: The Matsapha Lessons. Alternative Curriculum Materials for Form 2 Science. Teacher Guide and Student Workbook. University of York.

** Campbell, B., Dlamini, B. and Lubben, F. (1994c) The Matsapha Materials: An INSET Manual. University of York.

Constable, H. and Long, A. F. (1989) Creating a professional vocabulary: evaluating and running a short in-service course. Studies in Science Education, 16, 195-208.

** Dlamini, B., Lubben, F. and Campbell, B. (1995) Liked and disliked learning activities by Swazi students: attitudes to the Matsapha materials. Paper presented at the BERA Symposium 'Educational Research and Human Resource Development', 7-11 August 1995, Gaborone, Botswana.

Government of Mozambique (1994) A masterplan for basic education in Mozambique. Maputo: Ministry of Education.

Joyce, B. and Showers, B. (1980) Improving in-service training: the message of research. Educational Leadership, 37, 2, 379-384.

Kinder, K., Harland, J. and Wootten, M. (1991) The impact of school-focused INSET on classroom practice. Slough: NFER.

Knamiller, G. W., O-Saki, K. M. and Kuonga, H. C. (1995) Tanzanian teachers' understanding of the science embedded in traditional technologies: a study to inform teacher education. Research in Science and Technological Education, 13, 1, 67-76.

** Lubben, F., Campbell, B. and Dlamini, B. (1995a) Teacher growth through curriculum development. Paper presented at the British Council International Symposium "Science Education: Providing a Curriculum of Quality." 19-31 March 1995, University of York.

** Lubben, F., Campbell, B. and Dlamini, B. (1995b) Teaching science through everyday technology in Swaziland: what do students learn? Science Education Paper 95/02. Department of Educational Studies, University of York,

** Lubben, F., Campbell, B. and Dlamini, B. (forthcoming) Contextualising teaching in Swaziland: some student reactions. International Journal of Science Education.

MacDonald, M. A. and Rogan, J. M. (1990) Innovations in South African Science Education: Factors influencing the introduction of instructional change. Science Education, 74(1), 119-132.

Naidoo, P. and Samuels, M. (1993) Paradigm shift: from teacher non-participation to teacher participation in curriculum development. Paper presented at the International Conference "Science Education in Developing Countries: From Theory to Practice", Jerusalem.

Nganunu, M. (1988) An attempt to write a science curriculum with social relevance for Botswana. International Journal of Science Education, 10,4,441-448.

Ramsden, J. M. (1992) If it's enjoyable, is it science? School Science Review, 73 (265), 65-71.

Republic of Botswana (1993) Report of the National Commission on Education. Gaborone: Government Printers

Smith, A. C. (1988) Females in science courses in Swaziland: performance, progress and perceptions. Swaziland Journal of Science and Technology, 9 (1), 65-82.

Swift, D. (1992) Indigenous knowledge in the service of science and technology in developing countries. Studies in Science Education, 20, 1-28.

Vulliamy, G. (1988) Adopting secondary school science for rural development: some lessons from Papua New Guinea, Compare, 18 (1), 79-91.

** Product of the research project.

ODA
Overseas Development Administration
94 Victoria Street
London SW1E 5JL


PREVIOUS PAGE TOP OF PAGE