PRE-SERVICE tEaChERS’ FamIlIaRIty, IntERESt and ConCEPtual undERStandInG oF SCIEnCE PRoCESS SkIllS

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PRE-SERVICE tEaChERS’ FamIlIaRIty, IntERESt and ConCEPtual undERStandInG oF SCIEnCE PRoCESS SkIllS

Journal Title: Problems of Education in the 21st Century - Year 2010, Vol 22, Issue 6

Abstract

This study explored pre-service teachers’ familiarity, interest, and conceptual understanding of science process skills. A sample comprised ninety one primary school pre-service teachers at a university in the Midwest of the USA. Participants were enrolled in two science education courses; introductory science teaching methods course and advanced science methods course. The introductory science methods course is mainly focused on developing science process skills among pre-service teachers while the advanced science methods course is focused on content and pedagogical knowledge. Data were collected through a questionnaire. Results showed that pre-service teachers had higher familiarity and interest levels in science process skills, but very poor conceptual understanding of the science process skills. Their incorrect defnitions of science processes ranged from not having any idea to tautology. Moreover, most participants interchanged defnitions of some science processes notably measuring and quantifcation; and predicting and inferring. The fndings have implications for science teaching, learning and teacher education.

Authors and Affiliations

Simeon Mbewe, Vivien Mweene Chabalengula, Frackson Mumba

Keywords

conceptual understanding familiarity inquiry interest science process skills

EP ID EP34852
DOI -
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