The implementation and development of science process skills in the natural sciences: A case study of teachers' perceptions

Abstract

The notion of scientific literacy, with its concomitant emphasis on science process skills gave rise to this study. This case study research sought to explore the perceptions of four primary school Natural Sciences teachers with respect to the implementation and development of science process skills at classroom level in a disadvantaged urban primary school in South Africa. Qualitative data, generated via focus group interviews and classroom observations were analysed. These data revealed that the implementation and development of science process skills were strongly influenced by the teacher's confidence and understandings of these skills, and that these in turn could be coupled to their present and past experience of science process skills. A key recommendation of this study, that might go some way to addressing these issues, is the implementation of high quality and sustained (over a long period of time) appropriate in-service training of primary school Natural Sciences teachers.

Keywords:

• curriculum implementation
• science process skills
• teacher development
• teachers' perceptions

Notes on contributors

Johannes Ambross is a primary school science teacher and part-time student at Nelson Mandela Metropolitan University.

Les Meiring is a senior lecturer in Science Education at Nelson Mandela Metropolitan University.

Sylvan Blignaut is a professor of Curriculum Studies at Nelson Mandela University.