Abstract
ABSTRACTA survey study was carried out to determine the extent to which Primary Teacher's College graduates employed various teaching method in Standards 1–6 classes in primary schools in Botswana. The population consisted of 56 Primary Teachers' College (PTC) graduates of Francistown Teachers' Training College and Serowe Teachers' Training College in 1990–1996. A self-report instrument and science classroom interaction schedule were developed to collect data. It was concluded from the study that: (1) teachers did not make a distinction between science teaching methods and science process skills; (2) science teaching methods were emphasised during pre-service training; and (3) PTC graduate teachers in the field showed more preferences for utilising some teaching methods than others.
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