The implementation and development of science process skills in the natural sciences: A case study of teachers' perceptions.
The notion of scientific literacy, with its concomitant emphasis on science process skills gave rise to this study. This case study research sought to explore the perceptions of four primary school Natural Sciences teachers with respect to the implementation and development of science process skills...
| Publicado en: | Africa Education Review Vol. 11; no. 3; pp. 459 - 475 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Sep2014
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=97834429&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 97834429 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 18146627 37EZ jtl: Africa Education Review issn: 18146627 maglogo: N pubinfo: dt: Sep2014 vid: 11 iid: 3 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 97834429 10.1080/18146627.2014.934998 ppf: 459 ppct: 16 formats: tig: atl: The implementation and development of science process skills in the natural sciences: A case study of teachers' perceptions. aug: au: Ambross, Johannes Meiring, Les Blignaut, Sylvan affil: Faculty of Education, Nelson Mandela Metropolitan University, Port Elizabeth, South Africa. su: Educational planning Natural history Classroom environment Teacher attitudes Curriculum planning South Africa sug: subj: South Africa Educational planning Natural history Classroom environment Teacher attitudes Curriculum planning keyword: curriculum implementation science process skills teacher development teachers' perceptions ab: The notion of scientific literacy, with its concomitant emphasis on science process skills gave rise to this study. This case study research sought to explore the perceptions of four primary school Natural Sciences teachers with respect to the implementation and development of science process skills at classroom level in a disadvantaged urban primary school in South Africa. Qualitative data, generated via focus group interviews and classroom observations were analysed. These data revealed that the implementation and development of science process skills were strongly influenced by the teacher's confidence and understandings of these skills, and that these in turn could be coupled to their present and past experience of science process skills. A key recommendation of this study, that might go some way to addressing these issues, is the implementation of high quality and sustained (over a long period of time) appropriate in-service training of primary school Natural Sciences teachers. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2014 holdings: @attributes: islocal: N |
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