Does specialising in science significantly influence proficiency in process skills approach to teaching environmental science by trainee (primary) teachers?

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Periodical article

Title:	Does specialising in science significantly influence proficiency in process skills approach to teaching environmental science by trainee (primary) teachers?
Authors:	Mugandani, S. Gwimbi, E.M.
Year:	1994
Periodical:	Zimbabwe Journal of Educational Research (ISSN 1013-3445)
Volume:	6
Issue:	3
Period:	November
Pages:	240-254
Language:	English
Notes:	biblio. refs.
Geographic terms:	Zimbabwe Southern Africa
Subjects:	science education teacher education education Teaching Skills development
Abstract:	The objective of this study was to find out if specializing in science significantly influenced the proficiency of trainee primary school teachers in the process skills approach to teaching Environmental Science (ES). The sample included 123 final year students from three teachers colleges in Zimbabwe. Data collection strategies employed included questionnaires, a test on integrated process skills (TIPS), and an analysis of ES lesson observation critiques. The study established that there was no significant difference in performance between students whose main subject was science, and those whose main subject was something else, on either the TIPS test or with respect to the teaching of Environmental Science. Moreover, training appeared not to give main subject students confidence to act as ES resource persons. Bibliogr., sum.