Physical science content knowledge of first-year preservice science teacher trainees at colleges of education in South Africa
| dc.contributor.author | Howie, Sarah J | |
| dc.date.accessioned | 2014-04-10T10:40:17Z | |
| dc.date.available | 2014-04-10T10:40:17Z | |
| dc.date.issued | 2014-04-10 | |
| dc.description | Thesis (M.Ed.)--University of the Witwatersrand, Faculty of Education, 1999 | en_ZA |
| dc.description.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. | |
| dc.identifier.uri | http://hdl.handle.net10539/14543 | |
| dc.language.iso | en | en_ZA |
| dc.title | Physical science content knowledge of first-year preservice science teacher trainees at colleges of education in South Africa | en_ZA |
| dc.type | Thesis | en_ZA |
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