An assessment of science teachers’ capacity for teaching integrated science process skills: a case of Morogoro Municipality Secondary School Biology Teachers

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dc.contributor.authorJumanne, Jamal
dc.date.accessioned2016-06-07T17:38:43Z
dc.date.accessioned2020-01-08T09:12:57Z
dc.date.available2016-06-07T17:38:43Z
dc.date.available2020-01-08T09:12:57Z
dc.date.issued2010
dc.descriptionAvailable in print formen_US
dc.description.abstractThis study was conducted to establish a base level of information on science teachers’ capacity to teach science process skills as one of the competences strongly advocated by the newly introduced Competence Based Curriculum (2005) in Tanzania. Specifically, the study intended to; (i) determine the knowledge level of integrated science process skills of Biology teachers in Morogoro Municipality (ii) examine the self efficacy of Morogoro Biology teachers towards teaching of science process skills (iii) assess the influence of teachers’ self-efficacy, level of qualification, work experience, and gender on teaching integrated science process skills, and finally (iv) explore the effectiveness of school laboratories as a vital resource in the teaching of integrated science process skills. Science process skills approach by Chiappetta & Koballa (2002), and Bandura’s (1977) self efficacy theory, formed the conceptual and theoretical framework of the study respectively. A Form II test of Integrated Process Skills developed by Mungandi (2005) was used to measure the knowledge level of science process skills among 63 sampled biology teachers in Morogoro Municipality. Science Teaching Efficacy Belief Instrument (STEBI) developed by Riggs and Enochs (1990) was employed to determine teachers’ self efficacy for teaching science process skills. The results indicated that irrespective of years of teaching, qualification, or gender, Morogoro teachers have unsatisfactory capacity to teach integrated science process skills. The study recommends an urgent need to refocus on science teachers’ training and professional development.en_US
dc.identifier.citationJumanne, J (2010) An assessment of science teachers’ capacity for teaching integrated science process skills: a case of Morogoro Municipality Secondary School Biology Teachers master dissertation, University of Dar es Salaam. Available at http://41.86.178.3/internetserver3.1.2/detail.aspxen_US
dc.identifier.urihttp://localhost:8080/xmlui/handle/123456789/3927
dc.language.isoenen_US
dc.publisherUniversity of Dar es Salaamen_US
dc.subjectStudy and teachingen_US
dc.subjectScience teachers in biologyen_US
dc.subjectSecondary educationen_US
dc.subjectTanzaniaen_US
dc.titleAn assessment of science teachers’ capacity for teaching integrated science process skills: a case of Morogoro Municipality Secondary School Biology Teachersen_US
dc.typeThesisen_US
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