Teachers’ capacity for teaching integrated science process skills

Teachers’ capacity for teaching integrated science process skills

This study was conducted to establish a base level of information on science teachers’ capacity to teach science process skills as one of the competences strongly advocated by the newly introduced Competence Based Curriculum (2005) in Tanzania. This book provides information regarding;(i) knowledge level of integrated science process skills of Biology teachers in Morogoro Municipality (ii) self efficacy of Morogoro Biology teachers towards teaching of science process skills (iii) influence of teachers’ self-efficacy, level of qualification, work experience, and gender on teaching integrated science process skills, and (iv) the effectiveness of school laboratories as a vital resource in the teaching of integrated science process skills. The book is of use to both teachers, teacher educators and the Ministries of Education for enhancing the development of effective science teachers’ professional development programs.

Купить за 5790 руб. Найти похожий товар
Teacher self efficacy in teaching science process skills

Teacher self efficacy in teaching science process skills

This study intended to assess and document the self efficacy level of the current secondary school science teachers in Tanzania towards teaching of science process skills. Science process skills have been heavily emphasized in the newly introduced Competence Based Curriculum of 2005. This manuscript specifically provide information about the self efficacy level of Morogoro Municipality Biology teachers with regard to the teaching of integrated science process skills, and the influence of teachers’ knowledge level of science process skills on their self efficacy towards teaching these scientific skills to learners. Science process skills approach by Chiappetta & Koballa (2002), and Bandura’s (1997) self efficacy theory, formed the conceptual and theoretical framework of the study respectively. Science Teaching Self-Efficacy Belief Instrument (STEBI-A) and a test of Integrated Process Skills developed by Mungandi (2005) were used to collect data among 63 sampled biology teachers. The results indicated that Morogoro Biology teachers have unsatisfactory knowledge of science process skills and average self efficacy level. The book recommends an urgent need to refocus on science

Купить за 4839 руб. Найти похожий товар
Science Process Skills in Biology Practical Examinations and Books

Science Process Skills in Biology Practical Examinations and Books

This book on science process skills has been written to be used as a reference book for student teachers of Biology and lecturers of science education in universities. The book gives a conceptual understanding of science process skills, the rationale of the process approach and literature review that concern science process skills. The author believes that science process skills should be acquired by science learners at all levels of learning. The author holds that science educators should employ the right pedagogic strategies that would engender the development of science process skills. The writers of science books should also integrate activities that stimulate the learners to see science as a process. Science process skills will help the learners to respond to emerging issues in the society in a positive and logical way.

Купить за 3549 руб. Найти похожий товар
Experiences Of Teaching Science With Limited Laboratory Resources

Experiences Of Teaching Science With Limited Laboratory Resources

Laboratory resources play a vital role in the teaching-learning process of science subjects. In Tanzanian public secondary schools, there is inequality in the provision of these resources such that the community secondary schools have very few laboratory resources, however, these schools are required to sit for the same national examination as more privileged schools, with better resources. This study focused on exploring teachers’ experiences of teaching science subjects with limited laboratory resources in community secondary schools in Lindi region in Tanzania. The shortage of Laboratory resources limits teachers to teach according to their belief, that for effective teaching and learning science, students should be involved in hands-on activities. The shortage of these resources forces teachers to conduct science experiments in order of priority; they organized experiments for those classes that were preparing for national examinations. It was recommended that in teaching and learning science with limited resources, teachers should be innovative and committed so as to realize meaningful learning. Furthermore, teachers’ professional learning is essential for them to gain skills

Купить за 4929 руб. Найти похожий товар
Competency Based Primary Teacher Education

Competency Based Primary Teacher Education

Teacher plays a pivotal role in the process of education. Science teaching at primary level in developing countries is of very poor quality. This book is based on research on science teaching at primary level. Research evidences showed that teachers lack at competencies required in teaching science. This research was undertaken to study the competencies of primary science teachers and a model for developing these competencies were developed and tested.

Купить за 7890 руб. Найти похожий товар
Just Right Intermediate: Student's Book

Just Right Intermediate: Student's Book

Just Right is an integrated skills series which is designed to offer flexibility with different teaching and learning styles. Fun for learners to use and easy for teachers to adapt, this second edition allows teachers to make the class just right for their learners.

Купить за 1349 руб. Найти похожий товар
A Model of Teaching-Learning Process In Chemistry Lab Instruction

A Model of Teaching-Learning Process In Chemistry Lab Instruction

This study investigated the teaching practices employed by the faculty of the Lyceum University System in teaching chemistry laboratory in order to attain the seven goals of science laboratory instruction: a) mastery of subject matter, b) scientific reasoning, c) understanding complexity and ambiguity of empirical work, d) practical skills, e) understanding the nature of science, f) interest in science and in learning science, and g) teamwork skills. It also determined the extent by which the attainment of the goals of science laboratory instruction was manifested in the students’ a) attitude and motivation, b) laboratory skills and c) achievement. Finally, a proposed model of a teaching-learning process in chemistry laboratory instruction was developed based on the identified best teaching practices.

Купить за 6390 руб. Найти похожий товар
Teachers Views On Science And Technology Curriculum

Teachers Views On Science And Technology Curriculum

The purpose of this nation-wide study was to investigate the classroom teachers’ and science and technology teachers’ views on science and technology curriculum in Turkiye. In this nation-wide study, survey design was utilized. The participants of the study consisted of 960 teachers in 26 provinces across Turkiye and 601 of the teachers were classroom teachers and 359 teachers were science and technology teachers. In order to investigate teachers’ views, Teachers’ Views on Science and Technology Curriculum Questionnaire was developed by the researcher. To analyze the data, descriptive statistics and inferencial statistics (MANOVA) were used. The responses to open-ended questions were subjected to qualitative analysis. Results of the descriptive analyses revealed that classroom teachers and science and technology teachers had positive views towards attainments-content, learning-teaching process and assessment component of science and technology curriculum.

Купить за 4139 руб. Найти похожий товар
Effect Of Learning On Development Of Process Skills Towards Science

Effect Of Learning On Development Of Process Skills Towards Science

The research in education is undertaken to improve the existing educational process. The dynamic school science programmes need continuous feedback through relevant research in science education, and in this direction we have to go a long way. The National Science Teachers’ Association (1982) has stated some fundamental objectives of science teaching as (i) to provide scientific and technological knowledge. (ii) to use skills and knowledge of science and technology as they apply to personal and social needs. (iii) to enhance the development of attitudes values and appreciation of science and technology. (iv) to study the interaction among science –technology-society in the context of science-related societal issues These objectives can only he achieve by proper teaching. At the elementary level, different studies have fixed that the science curriculum improvement study helps students to better identify variables (Allen, 1973) and to better analyzed experiments and name variables (Boyer and Linn 1978). Ostlund (1992) has established link between experimental instructional strategies and improvements in science process skills. Students having positive attitude towards leaning a

Купить за 3549 руб. Найти похожий товар
1 2 3 4 5 6 7