The present study aims to explore student teachers’ development of science process skills, which is one of the most important components in scientific literacy, after actively participating in science activities. Besides, features of practice that support active learning of science through different aspects of science activities are identified. Issues to be considered in future use of science activities in teacher education program to develop student teachers’ scientific literacy are also discussed. Student teachers of a Bachelor of Education Program are required to take compulsory Science Studies in their foundation year of study, with a goal to raise their scientific literacy to meet the challenge of an increasingly scientific and technological society in the 21st century. The theoretical basis of the design of the Science Studies is active involvement of student teachers in different areas of science activities that will facilitate active learning of science, and hence achieving scientific literacy. The sample selected for the present study consisted of 49 student teachers, their work and writings were collected and analyzed. These included student teachers’ expected observations, observations and interpretation in the interpreting observations activities; student teachers’ thoughts after engaging in each of the investigation activities, the descriptions of the science skills used and the importance of each skill. Copyright © 2000 Hong Kong Institute of Education.
|Title of host publication||Science technology education: Enhancing the quality of life through science & technology: Science & Technology Education Conference 2000 proceedings|
|Editors||Kenneth S. VOLK , Wing-mui, Winnie SO , Gregory P. THOMAS|
|Place of Publication||Hong Kong|
|Publisher||The Hong Kong Institute of Education, Education Dept., Hong Kong, Hong Kong Association for Science and Mathematics Education and Hong Kong Association for Design and Technology Education|
|Publication status||Published - 2000|