Tahap Pencapaian Dan Pelaksanaan Kemahiran Proses Sains Dalam Kalangan Guru Pelatih
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Date
2007-07
Authors
Koon Peng, Yeam
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Abstract
This study aimed to examine the achievement levels and implementation of science
process skills among student teachers during practicum. A two-phase mixedmethodology
design was employed. In the first phase, a survey being analysed
quantitatively was carried out to examine the achievement levels of the science
process skills of 103 student-teachers using the Basic Assessment Process Skills
(SAPS) and Test of Integrated Process Skills II (TIPS II). In the second phase, a case
study being analysed qualitatively according to themes was carried out towards 6
student-teachers to observe the implementation of science process skills during
practicum and the data collected bein~ftJ1angu1ated with their reflections writing as well
as the quantitative data. The results taken as a whole indicated that the level of SAPS
achievement was excellent with the score mean of 31.04 but the level of TIPS II
achievement was only moderate with the score mean of 27.02. The maximum score for
SAPS and TIPS II is 36.0 respectively. Furthermore, there was implementation of
science process skills in the teaching of science by the student-teachers and was
highlighted in the presence of questions and its questioning technique, teaching and
learning strategies creating inquiry and students centered, usage of teaching aids,
integration of information technology in the usage of power-point and English
Language proficiency emphasizing speaking, reading and writing skills. The implication
from this study suggests that Science, English and Information Technology lecturers
should work hand in hand to make this implementation of science process skills a
success and a further study to examine how the proficiency of English language affects
the implementation of science process skills.
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Social Sciences