Document Type

Student Research Paper

Date

Spring 2020

Academic Department

Education

Faculty Advisor(s)

Peter R. Licona

Abstract

This paper investigated how science education is implemented in The Gambia, the city of Buenos Aires, Argentina, and Pennsylvania, particularly as it applies to science curriculum and pedagogy. To compare how science education is implemented in these three different regions, a wide range of data was collected. Interviews were conducted with educators and administrators in both The Gambia and Argentina. Faculty members were interviewed about their thoughts and insights on their experience with science education, and the strengths and challenges they felt were present in their school. While no faculty members were formally interviewed in Pennsylvania, I was able to learn about science education in Pennsylvania based on my attendance in a science education methods course at Elizabethtown College. In addition to personal anecdotes, whenever possible textbooks, assessments, curriculum documents, science standards, and other relevant data were gathered for comparison.

The results of this qualitative analysis looked to highlight the similarities and differences that exist between the three locations, recognizing that in most cases, best practice varies given the different cultural backgrounds, materials available, and established educational paradigms. Results also demonstrate that that while there were indeed several differences between the countries stemming from three unique cultures and social settings, many of the programs that have been implemented to promote science education have similar goals. However, science teachers in the United States can adapt methods used in Argentina and The Gambia to better fit the needs of their diverse students.

Notes

Senior thesis.

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