The teaching of science process skills: Primary teachers' self-perception

The teaching of science process skills: Primary teachers' self-perception

• Chan, Man Tak The Hong Kong Institute of Education

Asia-Pacific Journal of Teacher Education & Development, 5(1), 91-111, 2002

2002

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GD Science & Technology
• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers

• Hong Kong
• Malaysia

• 1997.7 onwards

• Primary Education

Noting that there are few studies conducted in Hong Kong to clarify the critical issues of the teaching of science process skills at the primary schooling level, the author made an effort to investigate primary teachers’ perceptions concerning the teaching of the skills. A total of 159 General Studies (GS) teachers in 30 primary schools responded to a questionnaire survey. The analysis shows that, first, 68.6% of GS teachers had not studied science at the matriculation level and in post-secondary courses, with many of them had had studied science merely up to F.3 level. Second, secondary science education is a crucial training in building up primary teachers’ self-perceived ability in teaching science process skills. And third, the teachers themselves were deficient in such high-level science process skills as inferring, predicting, formulating hypotheses, and investigating. Implications are discussed.
[Copyright © 2002 The Hong Kong Institute of Education.]

• English

Journal Articles

• 10290699

https://bibliography.lib.eduhk.hk/en/bibs/7782c973

2015-11-05