Science Teachers’ Perceptions of the Utilisation of Science Process Skills (SPS) in Senior Secondary Schools in Dutsin-Ma Metropolis, Katsina State, Nigeria
Keywords:
Science Process Skills, Science Education, Science Teachers, Science Teachers’ Views, Senior Secondary SchoolsAbstract
To meet the needs of all learners in science classrooms including special needs education students, science teachers should be able to demonstrate their knowledge of science process skills. It is as a result of this that this paper aimed at investigating the views of science (Physics, Chemistry and Biology) teachers in senior secondary schools in Dutsin-Ma metropolis on the use of science process skills. The study employed a descriptive survey research design. The population comprised of all Physics, Chemistry and Biology teachers in senior secondary schools in Dutsin-Ma metropolis. The sample size consisted of all the Chemistry (n = 17), Physics (n = 12) and Biology (n = 13) teachers in senior secondary schools. A questionnaire titled Science Teachers Views on the Use of Science Process Skills (STVSPS) was used to generate data for the study. The questionnaire was designed to ascertain the teachers’ views on the importance of science process skills in teaching their subject areas of specialization, the frequency of use of these skills by teachers as well as problems that teachers face during their practice of the science process skills in the class. It is concluded that science process skills had positive effects on teaching science and in-class activities. They also promote conceptual learning. It is therefore recommended that adequate training should be given to science teachers to foster an in-depth understanding of the science process skills so that there can be effective teaching and learning of the sciences.
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