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Perception, conceptual knowledge and competency level of integrated science process skill towards planning a professional enhancement programme

Science curriculum that emphasizes science process skills (SPS) will be able to help students acquire and understand information, as well as improve skills in critical thinking and decision making. Consequently, the SPS should be systematically taught to the students from as early as at primary scho...

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Main Authors: Edy Hafizan,, Lilia Halim,, Subahan Meerah, T
Format: Article
Language:English
Published: Universiti Kebangsaan Malaysia 2012
Online Access:http://journalarticle.ukm.my/5307/1/16%2520Edy%2520Hafizan.pdf
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http://www.ukm.my/jsm/contents.html
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spelling my-ukm.journal.53072016-12-14T06:38:03Z http://journalarticle.ukm.my/5307/ Perception, conceptual knowledge and competency level of integrated science process skill towards planning a professional enhancement programme Edy Hafizan, Lilia Halim, Subahan Meerah, T Science curriculum that emphasizes science process skills (SPS) will be able to help students acquire and understand information, as well as improve skills in critical thinking and decision making. Consequently, the SPS should be systematically taught to the students from as early as at primary school. To produce students who acquire the science process skills, the teacher should be competent in SPS; theoretically and practically. Thus, the aim of this study was to identify the teachers’ perception on their understanding of integrated SPS, conceptual knowledge and the competence level of integrated SPS of primary school teachers in Kuala Lumpur. A questionnaire was administered to 329 science teachers from 52 primary schools that have been selected randomly. The reliability of the instrument is 0.80. The data were analyzed using descriptive and inferential analysis (t-test and ANOVA). The findings showed that majority of teachers (74.1% to 83.6%) perceived that they have a high level of understanding on each of the sub-component of an integrated SPS. However teachers’ perception on their level of understanding of the integrated SPS was found to be inconsistent with the actual level of understanding (conceptual knowledge). Teachers had a low level of conceptual understanding of the integrated SPS. The findings also revealed that science teachers did not have sufficient conceptual knowledge of integrated SPS to teach their students to understand it in a meaningful way. However, the competency level of the integrated SPS among teachers is high with a mean of 20.86. As a conclusion, the study showed that teachers competency in the integrated SPS is good at the practical stage but not theoretically. Therefore, emphasis should be given to integrated SPS both conceptual and operational knowledge in pre and in-service training to ensure that the teachers understand, acquire and are able to implement the skills meaningfully. Universiti Kebangsaan Malaysia 2012-07 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/5307/1/16%2520Edy%2520Hafizan.pdf Edy Hafizan, and Lilia Halim, and Subahan Meerah, T (2012) Perception, conceptual knowledge and competency level of integrated science process skill towards planning a professional enhancement programme. Sains Malaysiana, 41 (7). pp. 921-930. ISSN 0126-6039 http://www.ukm.my/jsm/contents.html
institution Universiti Kebangsaan Malaysia
building Perpustakaan Tun Sri Lanang Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Kebangsaan Malaysia
content_source UKM Journal Article Repository
url_provider http://journalarticle.ukm.my/
language English
description Science curriculum that emphasizes science process skills (SPS) will be able to help students acquire and understand information, as well as improve skills in critical thinking and decision making. Consequently, the SPS should be systematically taught to the students from as early as at primary school. To produce students who acquire the science process skills, the teacher should be competent in SPS; theoretically and practically. Thus, the aim of this study was to identify the teachers’ perception on their understanding of integrated SPS, conceptual knowledge and the competence level of integrated SPS of primary school teachers in Kuala Lumpur. A questionnaire was administered to 329 science teachers from 52 primary schools that have been selected randomly. The reliability of the instrument is 0.80. The data were analyzed using descriptive and inferential analysis (t-test and ANOVA). The findings showed that majority of teachers (74.1% to 83.6%) perceived that they have a high level of understanding on each of the sub-component of an integrated SPS. However teachers’ perception on their level of understanding of the integrated SPS was found to be inconsistent with the actual level of understanding (conceptual knowledge). Teachers had a low level of conceptual understanding of the integrated SPS. The findings also revealed that science teachers did not have sufficient conceptual knowledge of integrated SPS to teach their students to understand it in a meaningful way. However, the competency level of the integrated SPS among teachers is high with a mean of 20.86. As a conclusion, the study showed that teachers competency in the integrated SPS is good at the practical stage but not theoretically. Therefore, emphasis should be given to integrated SPS both conceptual and operational knowledge in pre and in-service training to ensure that the teachers understand, acquire and are able to implement the skills meaningfully.
format Article
author Edy Hafizan,
Lilia Halim,
Subahan Meerah, T
spellingShingle Edy Hafizan,
Lilia Halim,
Subahan Meerah, T
Perception, conceptual knowledge and competency level of integrated science process skill towards planning a professional enhancement programme
author_facet Edy Hafizan,
Lilia Halim,
Subahan Meerah, T
author_sort Edy Hafizan,
title Perception, conceptual knowledge and competency level of integrated science process skill towards planning a professional enhancement programme
title_short Perception, conceptual knowledge and competency level of integrated science process skill towards planning a professional enhancement programme
title_full Perception, conceptual knowledge and competency level of integrated science process skill towards planning a professional enhancement programme
title_fullStr Perception, conceptual knowledge and competency level of integrated science process skill towards planning a professional enhancement programme
title_full_unstemmed Perception, conceptual knowledge and competency level of integrated science process skill towards planning a professional enhancement programme
title_sort perception, conceptual knowledge and competency level of integrated science process skill towards planning a professional enhancement programme
publisher Universiti Kebangsaan Malaysia
publishDate 2012
url http://journalarticle.ukm.my/5307/1/16%2520Edy%2520Hafizan.pdf
http://journalarticle.ukm.my/5307/
http://www.ukm.my/jsm/contents.html
_version_ 1643736364934496256
score 13.211869

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