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How Pre-Service Teachers' Understand and Perform Science Process Skills

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Title: How Pre-Service Teachers' Understand and Perform Science Process Skills
Language: English
Authors: Chabalengula, Vivien Mweene, Mumba, Frackson, Mbewe, Simeon
Source: EURASIA Journal of Mathematics, Science & Technology Education. Aug 2012 8(3):167-175.
Availability: EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Peer Reviewed: Y
Page Count: 9
Publication Date: 2012
Document Type: Journal Articles
Reports - Research
Descriptors: Teaching Methods, Science Education, Methods Courses, Preservice Teacher Education, Science Process Skills, Preservice Teachers, Science Instruction, Elementary Education, Science Curriculum, Introductory Courses, Data Collection, Teacher Education, Data Interpretation
ISSN: 1305-8223
Abstract: This study explored pre-service teachers' conceptual understanding and performance on science process skills. A sample comprised 91 elementary 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. Data were collected through a questionnaire. Results showed that pre-service teachers had limited conceptual understanding of science process skills. On the other hand, they had higher performance on the science process skills. Whilst majority of the participants were unable to provide correct definitions of the science process skills, they performed well on the test that involved novel situations of the process skills. The findings have implications for science teaching, learning and teacher education. (Contains 8 tables.)
Abstractor: As Provided
Number of References: 32
Entry Date: 2012
Access URL: https://www.ejmste.com/v8n3/EURASIA_v8n3_Chabalengula.pdf
Accession Number: EJ986380
Database: ERIC
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  Data: EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
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  Data: This study explored pre-service teachers' conceptual understanding and performance on science process skills. A sample comprised 91 elementary 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. Data were collected through a questionnaire. Results showed that pre-service teachers had limited conceptual understanding of science process skills. On the other hand, they had higher performance on the science process skills. Whilst majority of the participants were unable to provide correct definitions of the science process skills, they performed well on the test that involved novel situations of the process skills. The findings have implications for science teaching, learning and teacher education. (Contains 8 tables.)
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      – Text: English
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      Pagination:
        PageCount: 9
        StartPage: 167
    Subjects:
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Methods Courses
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Science Process Skills
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Elementary Education
        Type: general
      – SubjectFull: Science Curriculum
        Type: general
      – SubjectFull: Introductory Courses
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      – SubjectFull: Data Collection
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      – SubjectFull: Teacher Education
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      – SubjectFull: Data Interpretation
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      – TitleFull: How Pre-Service Teachers' Understand and Perform Science Process Skills
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            NameFull: Mbewe, Simeon
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