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    Primary School Teachers’ Understanding of Science Process Skills in Relation to Their Teaching Qualifications and Teaching Experience

    234847_234847.pdf (204.9Kb)
    Access Status
    Open access
    Authors
    Shahali, E.
    Halim, L.
    Treagust, David
    Won, Mihye
    Chandrasegaran, Chandra
    Date
    2015
    Type
    Journal Article
    
    Metadata
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    Citation
    Shahali, E. and Halim, L. and Treagust, D. and Won, M. and Chandrasegaran, C. 2015. Primary School Teachers’ Understanding of Science Process Skills in Relation to Their Teaching Qualifications and Teaching Experience. Research in Science Education. 47 (2): pp. 257-281.
    Source Title
    Research in Science Education
    DOI
    10.1007/s11165-015-9500-z
    ISSN
    1573-1898
    School
    Science and Mathematics Education Centre (SMEC)
    URI
    http://hdl.handle.net/20.500.11937/15196
    Collection
    • Curtin Research Publications
    Abstract

    This study investigated the understanding of science process skills (SPS) of 329 science teachers from 52 primary schools selected by random sampling. The understanding of SPS was measured in terms of conceptual and operational aspects of SPS using an instrument called the Science Process Skills Questionnaire (SPSQ) with a Cronbach’s alpha reliability of 0.88. The findings showed that the teachers’ conceptual understanding of SPS was much weaker than their practical application of SPS. The teachers’ understanding of SPS differed by their teaching qualifications but not so much by their teaching experience. Emphasis needs to be given to both conceptual and operational understanding of SPS during pre-service and in-service teacher education to enable science teachers to use the skills and implement inquiry-based lessons in schools.

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