Abstract
The quest to maximize students’ learning in the sciences has been on high alert in recent past. This has brought into focus how teachers enact the content prescribed by the curriculum. Each of the content enacted involves some science process skills which students must develop. The research sought to assess the science process skills of teacher-trainees in some selected colleges of education in Ghana. The study employed descriptive research design. The sample size of the study was 200 science students selected using simple random sampling. The instrument used to collect data was a performance-based assessment instrument. Results indicate that teacher-trainees were found to be proficient in the skills of planning, performing and reasoning. However, the capability of teacher-trainees to identify and observe safety precautions was found to be poor. It is recommended that teacher-trainees must be encouraged to identify and observe safety procedures when performing science activities.
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