Physical science content knowledge of first-year preservice science teacher trainees at colleges of education in South Africa
Date
2014-04-10
Authors
Howie, Sarah J
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Abstract
First year science teacher trainees' physical science content knowledge
was tested in a survey conducted at six historically black Colleges of
Education in South Africa. The science achievement tests included
questions on oxidation-reduction/ electrochemical cells; velocity/
displacement; periodic table and electrostatics.
This exploratory study revealed that the students had a very low content
knowledge of all four science topics. Students had difficulty answering
open-ended questions and a high percentage of students were unable to
answer questions requiring knowledge of basic scientific facts and
principles.
Background questionnaires were also administered to the students. More
than 75% of the students tested did not foresee teaching as a career.
Furthermore, students’ confidence about their content knowledge and
positive attitudes towards science did not correlate with their performance
in the achievement test.
The study proposes a revised strategy on recruitment and the selection of
teacher trainees for physical science at the Colleges of Education.
Description
Thesis (M.Ed.)--University of the Witwatersrand, Faculty of Education, 1999