Too much too little: educating just in case?

被引：0
|
作者：
Achieng, Stella Anne [1 ]
机构：
[1] Univ Lorraine, Ecole Doctorale Humanites Nouvelles F Braudel, Lab CREM, Equipe Praxitexte, Metz, France
来源：
CULTURAL STUDIES OF SCIENCE EDUCATION | 2020年 / 15卷 / 04期
关键词：
8; 4; System; Curriculum overload; Jua kali; Employability; Education reforms; SCIENCE-EDUCATION;
D O I：
10.1007/s11422-020-09991-7
中图分类号：
G [文化、科学、教育、体育]; C [社会科学总论];
学科分类号：
03 ; 0303 ; 04 ;
摘要：
This response builds upon some of the issues raised in the article Windows and mirrors: three images of the US science curriculum as reflected through Kenya's Jua Kali by Jomo W. Mutegi of Indiana University Purdue, U.S.A, and Lazarus O. Momanyi of Moi University. In particular, the need for an operational science education curriculum structure and a relevant educational system aimed at the development of social, personal and cognitive competence of the learner and the impact on society. Too much too little: Educating just in case? Questions the sense in having curriculum overloads with very minimal output while highlighting on current reforms to the Kenyan education system.
引用
收藏
页码：875 / 884
页数：10
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