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The Pedagogy of Science and Environment: Experimental Evidence from Peru

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  • Diether W. Beuermann

    ()
    (Office of Evaluation and Oversight, Inter-American Development Bank, Washington, USA)

  • Emma Naslund-Hadley

    ()
    (Inter-American Development Bank, Washington, USA)

  • Inder J. Ruprah

    ()
    (Inter-American Development Bank, Washington, USA)

  • Jennelle Thompson

    ()
    (Inter-American Development Bank, Washington, USA)

Abstract

In 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 Info

Paper provided by Inter-American Development Bank, Office of Evaluation and Oversight (OVE) in its series OVE Working Papers with number 0112.

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Length: 35 pages
Date of creation: Oct 2012
Date of revision:
Handle: RePEc:idb:ovewps:0112

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Keywords: science; environment; Peru;

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Cited by:
  1. Richard J. Murnane & Alejandro J. Ganimian, 2014. "Improving Educational Outcomes in Developing Countries: Lessons from Rigorous Evaluations," NBER Working Papers 20284, National Bureau of Economic Research, Inc.

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