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

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dc.creator Mugandani, S.
dc.creator Gwimbi, E.M.
dc.date.accessioned 2014-10-10T11:10:36Z
dc.date.accessioned 2015-12-08T10:53:09Z
dc.date.available 2014-10-10T11:10:36Z
dc.date.available 2015-12-08T10:53:09Z
dc.date.created 2014-10-10T11:10:36Z
dc.date.issued 1994-11
dc.identifier Mugandani, 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.
dc.identifier 1013-3445
dc.identifier http://opendocs.ids.ac.uk/opendocs/handle/123456789/4722
dc.identifier.uri http://hdl.handle.net/10646/1571
dc.description.abstract The 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.
dc.language en
dc.publisher Human Resource Research Centre, (HRRC), University of Zimbabwe.
dc.rights http://creativecommons.org/licenses/by-nc-nd/3.0/
dc.rights University of Zimbabwe
dc.subject Education
dc.subject Science and Society
dc.subject Work and Labour
dc.title Does Specialising In Science Significantly Influence Proficiency In Process Skills Approach To Teaching Environmental Science By Trainee (Primary) Teachers?
dc.type Article


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