The teaching of science process skills: Primary teachers' self-perception

Man Tak CHAN

Research output: Contribution to journalArticle

Abstract

Noting that there are few studies conducted in Hong Kong to clarify the critical issues of the teaching of science process skills at the primary schooling level, the author made an effort to investigate primary teachers’ perceptions concerning the teaching of the skills. A total of 159 General Studies (GS) teachers in 30 primary schools responded to a questionnaire survey. The analysis shows that, first, 68.6% of GS teachers had not studied science at the matriculation level and in post-secondary courses, with many of them had had studied science merely up to F.3 level. Second, secondary science education is a crucial training in building up primary teachers’ self-perceived ability in teaching science process skills. And third, the teachers themselves were deficient in such high-level science process skills as inferring, predicting, formulating hypotheses, and investigating. Implications are discussed. Copyright © 2002 The Hong Kong Institute of Education.
Original languageEnglish
Pages (from-to)91-111
JournalAsia-Pacific Journal of Teacher Education & Development
Volume5
Issue number1
Publication statusPublished - Mar 2002

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Bibliographical note

Chan, M. T. (2002). The teaching of science process skills: Primary teachers' self-perception. Asia-Pacific Journal of Teacher Education & Development, 5[special 1], 91-111.