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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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
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