Abstract
dc:description.abstractThis study follows the triangulation model and is based on a teacher questionnaire, interviews conducted with teachers, head teachers and parents, and lesson observations. These sources of information, provide an overview of how much science teaching is taking place, the way it is being taught and the effects of teaching this subject at Primary level in Year five, in both state and private school classes. It was found that weekly science lessons were 45-55 minutes long on average and some teachers integrated science with other subjects in the curriculum. A lack of resources in some schools particularly state schools was noticeable yet some teachers and pupils brought resources with them. The science worksheets were regularly used by the majority of teachers. The language of the worksheets resulted to be a barrier to science teaching particularly in state schools due to a lack of familiarity with the vocabulary used and to less exposure of English during the various lessons. Almost all teachers were interested in science although levels of enthusiasm were more evident in private school teachers. Pupils too had a very positive attitude towards this subject and this was further evident in their attainment in science. A significant percentage of parents (66.6%) regarded science as an important subject but the rest were not so enthusiastic as they wanted more emphasis on the examinable subjects. Science lessons could improve if a teachers' guide could be prepared to accompany the science worksheets and if in-service courses are held on regular basis.
Degree
thesis:*- Grantor dc:publisher.institution
- University of Malta
- Year dc:date.issued
- 1996
Subjects
dc:subject × 3Rights
dc:rights- Statement dc:rights
-
- info:eu-repo/semantics/restrictedAccess
- Language dc:language.iso
- en
Identifiers
dc:identifier.*- Repository record dc:identifier.uri
- https://www.um.edu.mt/library/oar/handle/123456789/70146
- OAI identifier oai:identifier
- oai:www.um.edu.mt:123456789/70146