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dc.contributor.authorShahali, E.
dc.contributor.authorHalim, L.
dc.contributor.authorTreagust, David
dc.contributor.authorWon, Mihye
dc.contributor.authorChandrasegaran, Chandra
dc.date.accessioned2017-01-30T11:48:29Z
dc.date.available2017-01-30T11:48:29Z
dc.date.created2015-12-10T04:26:02Z
dc.date.issued2015
dc.identifier.citationShahali, 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.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/15196
dc.identifier.doi10.1007/s11165-015-9500-z
dc.description.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.

dc.publisherSpringer
dc.titlePrimary School Teachers’ Understanding of Science Process Skills in Relation to Their Teaching Qualifications and Teaching Experience
dc.typeJournal Article
dcterms.source.volume46
dcterms.source.startPage1
dcterms.source.endPage25
dcterms.source.issn1573-1898
dcterms.source.titleResearch in Science Education
curtin.departmentScience and Mathematics Education Centre (SMEC)
curtin.accessStatusOpen access


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