Primary teachers’ views and descriptions regarding some science activities
Abstract
The views and the descriptions of 228 primary teachers on the use and the carrying out of some chemistry-related practical activities were studied. The research took place in the context of an in-service training course. As research tool, a questionnaire was used, where tasks dealing with three hands-on activities on chemistry topics, were included. According to the results, teachers had generally both the necessary knowledge to carry out such activities and the ability to describe procedures with the use of appropriate equipment and materials, to a satisfactory degree. However, their responses ranged from a more correct and complete level to a more generally descriptive and incomplete level. Results also suggest that, the gender and the use of science activities in school had an impact on their descriptions. [Chem. Educ. Res. Pract., 2007, 8 (1), 52-60]