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Download full textPerrier, Frédéric – Science Education Review, 2004
In this paper, pilot sessions in Rwanda and Nepal are analysed to evaluate the therapeutic benefit of active science for traumatised child refugees. The nature of the activities, choice of tools, organisation of the sessions, group size, and the role of the educators are investigated. Despite the lack of quantitative assessment, practical…
Descriptors: Foreign Countries, Science Instruction, Active Learning, Refugees
