The Pedagogy of Science and Environment: Experimental Evidence from Peru
AbstractIn today’s knowledge-based societies, understanding basic scientific concepts and the capacity to structure and solve scientific questions is more critical than ever. Accordingly, in this paper we test an innovative methodology for teaching science and environment in public primary schools where traditional (teacher centred) teaching was replaced with student centred activities using LEGO kits. We document positive and significant improvements of 0.18 standard deviations in standardised test scores. Such positive results are mainly concentrated within boys that were located above the median of baseline academic performance.
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Bibliographic InfoPaper provided by Inter-American Development Bank, Office of Evaluation and Oversight (OVE) in its series OVE Working Papers with number 0112.
Length: 35 pages
Date of creation: Oct 2012
Date of revision:
science; environment; Peru;
Other versions of this item:
- Diether W. Beuermann & Emma Naslund-Hadley & Inder J. Ruprah & Jennelle Thompson, 2013. "The Pedagogy of Science and Environment: Experimental Evidence from Peru," Journal of Development Studies, Taylor & Francis Journals, vol. 49(5), pages 719-736, May.
- I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
- I28 - Health, Education, and Welfare - - Education - - - Government Policy
- I29 - Health, Education, and Welfare - - Education - - - Other
- O15 - Economic Development, Technological Change, and Growth - - Economic Development - - - Economic Development: Human Resources; Human Development; Income Distribution; Migration
- O31 - Economic Development, Technological Change, and Growth - - Technological Change; Research and Development; Intellectual Property Rights - - - Innovation and Invention: Processes and Incentives
This paper has been announced in the following NEP Reports:
- NEP-ALL-2012-10-27 (All new papers)
- NEP-EXP-2012-10-27 (Experimental Economics)
- NEP-INO-2012-10-27 (Innovation)
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