A Study of Thai In-Service and Pre-Service Science Teachers’ Understanding of Science Process Skills

Abstract

Teaching and learning of science process skills are not only served as basic for the scientific method but also valuable opportunities for learning about the nature of science. These skills divided into two categories; basic and integrated skills, rely on individuals’ intellectual thoughts as well as practical abilities. All science teachers need to develop and be able to use these skills in various science exploratory contexts, and appropriately transfer these skills to students via effective science teaching strategies. Without accurate understandings, it is difficult to practically accomplish the skills. An Understanding of Science Process Skill Test (USPST) was developed corresponding to a Thai context to measure science teachers’ understandings of science process skills. The test was validated by three experienced science educators. The reliability coefficient was 0.869. One hundred and twenty-five in-service and fifty-five pre-service science teachers from the Northern and Western Thailand volunteered to take the test. The results showed that their understandings of each science process skill were ranged from low to highest levels. The in-service teachers showed greater understanding than the pre-service teachers. The implication of teacher education program and teaching training are discussed.