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Does Specialising In Science Significantly Influence Proficiency In Process Skills Approach To Teaching Environmental Science By Trainee (Primary) Teachers?

dc.contributor.authorMugandani, S.
dc.contributor.authorGwimbi, E.M.
dc.coverage.spatialZimbabween_GB
dc.date.accessioned2014-10-10T11:10:36Z
dc.date.available2014-10-10T11:10:36Z
dc.date.issued1994-11
dc.identifier.citationMugandani, S. (1994) Does Specialising In Science Significantly Influence Proficiency In Process Skills Approach To Teaching Environmental Science By Trainee (Primary) Teachers? ZJER, Vol. 6, no.3. Harare, Mt. Pleasant: HRRC.en_GB
dc.identifier.issn1013-3445
dc.identifier.urihttps://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/4722
dc.descriptionA journal article.en_GB
dc.description.abstractThe objective of this study was to find out if specializing in science significantly influenced proficiency in process skills approach to teaching of Environmental Science (ES) by trainee primary teachers. The sample included 123 final year students from three teachers’ colleges. Data collection strategies employed include (i) Questionnaires, (ii) A test on integrated process skills (TIPS), and (iii) Analysis of ES lesson observation critiques. The study established that (i) There was no significant difference in performance between main subject' students and non-main subject students, in both TIPS test and teaching of ES (ii) Training appeared not to give main subject students confidence to act as ES resource persons.en_GB
dc.language.isoenen_GB
dc.publisherHuman Resource Research Centre, (HRRC), University of Zimbabwe.en_GB
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/en_GB
dc.subjectEducationen_GB
dc.subjectScience and Societyen_GB
dc.subjectWork and Labouren_GB
dc.titleDoes Specialising In Science Significantly Influence Proficiency In Process Skills Approach To Teaching Environmental Science By Trainee (Primary) Teachers?en_GB
dc.typeArticleen_GB
dc.rights.holderUniversity of Zimbabween_GB


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