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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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    Date
    1994-11
    Author
    Mugandani, S.
    Gwimbi, E.M.
    Type
    Article
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    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.
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    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.
    1013-3445
    http://opendocs.ids.ac.uk/opendocs/handle/123456789/4722
    URI
    http://hdl.handle.net/10646/1571
    Publisher
    Human Resource Research Centre, (HRRC), University of Zimbabwe.
    Subject
    Education
    Science and Society
    Work and Labour
    xmlui.dri2xhtml.METS-1.0.item-rights
    http://creativecommons.org/licenses/by-nc-nd/3.0/

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