This study aims to address the potential problems and difficulties of primary school teachers in the teaching of science-related topics. With the implementation of the CDC General Studies Syllabus in September 1996, claiming to have an integration of the three general subjects, “Health Education”, “Social Studies” and “Primary Science”, primary school teachers teaching Social Studies and Health Education express concerns, worries and discomfort on the teaching of the science-related topics in the General Studies Syllabus. These concerns are hardly surprising given that these teachers, varied in their own experiences of science and exposure to science received little education in science and science education. This phenomenon directly affects the quality of basic or foundamental science at the primary level. A comprehensive list of possible items which concerned subject knowledge, resources, lesson preparation and teaching in class was prepared and the responses were analysed quantitatively. A preliminary data collection in the pilot study showed that the perceived problems in teaching science-related topics was significant for general teachers who did not take science as one of their elective subjects in their initial teacher training. The findings of this study draw our attention to consider the needs of teachers in both initial and in-service teacher education such that the teachers can be more effective in implementing the General Studies Syllabus. Copyright © 1996 University of Hong Kong.
|Title of host publication||Science technology education: Bridging science and technology education: Innovations and experiences: Science & Technology Education Conference '96 proceedings|
|Editors||Kenneth S. VOLK|
|Place of Publication||Hong Kong|
|Publisher||The University of Hong Kong, The Hong Kong Institute of Education, Education Dept., Hong Kong and Hong Kong Association for Science and Mathematics Education|
|Publication status||Published - 1996|