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2017•Open Access Publishing Group - European Journal of Education StudiesOpen access

VIEWS AND PERCEIVED UNDERSTANDING OF THE PROCESS APPROACH IN TEACHING SCIENCE IN PRIMARY SCHOOLS

Cuthbert Majoni

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Abstract

The study was carried out to find out the views and perceived understanding of the process approach in science teaching by primary school teachers. A survey was carried out in Seke urban primary schools. Convenience sampling of 140 teachers participated in this research study. Questionnaires and interviews were used to collect data. The SPSS data analysis package was used to analyses the data. The study found out that most teachers did not have knowledge of the process approach and they used the content and the concept approach in science teaching. The study recommends a capacity building programme for primary school teachers focusing on use of the process approach in science teaching. Article visualizations:

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The study was carried out to find out the views and perceived understanding of the process approach in science teaching by primary school teachers. A survey was carried out in Seke urban primary schools. Convenience sampling of 140 teachers participated in this research study. Questionnaires and interviews were used to collect data. The SPSS data analysis package was used to analyses the data. The study found out that most teachers did not have knowledge of the process approach and they used the content and the concept approach in science teaching. The study recommends a capacity building programme for primary school teachers focusing on use of the process approach in science teaching. Article visualizations:

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Available abstract

The study was carried out to find out the views and perceived understanding of the process approach in science teaching by primary school teachers. A survey was carried out in Seke urban primary schools. Convenience sampling of 140 teachers participated in this research study. Questionnaires and interviews were used to collect data. The SPSS data analysis package was used to analyses the data. The study found out that most teachers did not have knowledge of the process approach and they used the content and the concept approach in science teaching. The study recommends a capacity building programme for primary school teachers focusing on use of the process approach in science teaching. Article visualizations:

Key concepts: Process (computing), Mathematics education, Psychology, School teachers, Computer science, Pedagogy, Operating system

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