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

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.