Papers by Leonard M Molefe
Journal of Baltic Science Education, Aug 24, 2023
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Journal of Baltic Science Education
Today science teachers are expected to understand the nature of environmental education, and be c... more Today science teachers are expected to understand the nature of environmental education, and be competent in skills, methods, and procedures relevant to a science discipline. The purpose of this research was to explore pre-service science teachers’ views with regard to environmental education, investigation conducted during a freshwater ecosystem studied, skills developed and the associated stepwise scientific process. Data were collected through a five-item questionnaire that included the characteristics of environmental education, types of scientific investigations, science process skills and the scientific process. 94 students that registered for a Bachelor of Education degree participated in this research. The results from statistical analysis of the teachers’ responses showed the importance of lifelong learning, involvement of community in environmental education and development of critical and problem-solving skills. However, most teachers could not provide correct scientific ...
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South African Journal of Education, 2021
In science education, only teachers that are competent in skills, methods and procedures relevant... more In science education, only teachers that are competent in skills, methods and procedures relevant to a science discipline can help learners to develop scientific skills and processes associated with investigating natural phenomena. The purpose of this study was to explore views of pre-service science teachers with regard to science process skills that they had developed through various freshwater activities and the stepwise scientific process. Data were collected through a 4-part questionnaire that included various science process skills and the scientific process. Ninety-four 2nd- and 3rd-year pre-service teachers that registered for a Bachelor of Education degree participated in this study. The results from statistical analyses of the teachers’ responses to skills they had developed showed prominence of observing, yet the teachers failed to link observing and communication to formulating a research question. Similar challenges were also evident in designing experiments. While the ...
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WORLD TRANSACTIONS ON ENGINEERING AND …, 2007
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African Journal of Research in Mathematics, Science and Technology Education, 2014
ABSTRACT
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South African Journal of Education, 2016
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Today science teachers are expected to understand the nature of environmental education, and be c... more Today science teachers are expected to understand the nature of environmental education, and be competent in skills, methods, and procedures relevant to a science discipline. The purpose of this research was to explore pre-service science teachers’ views with regard to environmental education, investigation conducted during a freshwater ecosystem studied, skills developed and the associated stepwise scientific process. Data were collected through a five-item questionnaire that included the characteristics of environmental education, types of scientific investigations, science process skills and the scientific process. 94 students that registered for a Bachelor of Education degree participated in this research. The results from statistical analysis of the teachers’ responses showed the importance of lifelong learning, involvement of community in environmental education and development of critical and problem-solving skills. However, most teachers could not provide correct scientific ...
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In South Africa, the National Education policy documents for initial teacher education place grea... more In South Africa, the National Education policy documents for initial teacher education place great
emphasis on teachers’ competence in the knowledge, skills, values, principles, methods and
procedures relevant to each phase, subject, discipline or practice. For higher education practitioners,
practical work provides the basis for students’ acquisition of techniques and practical skills, which
include science process skills, and development of scientific knowledge and scientific attitudes in
any undergraduate programme. The present study thus focuses on the views of 71 pre-service
teachers of the practical activities they engaged in during their undergraduate science courses. By
using Likert scales and open-ended questions of a questionnaire, it was possible to explore the
teachers’ perceptions of their practical activities. The open-ended questions, which are the focus of
the present study, provided qualitative in-depth data that highlighted teachers’ preferences of types
of laboratory activities.
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Papers by Leonard M Molefe
emphasis on teachers’ competence in the knowledge, skills, values, principles, methods and
procedures relevant to each phase, subject, discipline or practice. For higher education practitioners,
practical work provides the basis for students’ acquisition of techniques and practical skills, which
include science process skills, and development of scientific knowledge and scientific attitudes in
any undergraduate programme. The present study thus focuses on the views of 71 pre-service
teachers of the practical activities they engaged in during their undergraduate science courses. By
using Likert scales and open-ended questions of a questionnaire, it was possible to explore the
teachers’ perceptions of their practical activities. The open-ended questions, which are the focus of
the present study, provided qualitative in-depth data that highlighted teachers’ preferences of types
of laboratory activities.
emphasis on teachers’ competence in the knowledge, skills, values, principles, methods and
procedures relevant to each phase, subject, discipline or practice. For higher education practitioners,
practical work provides the basis for students’ acquisition of techniques and practical skills, which
include science process skills, and development of scientific knowledge and scientific attitudes in
any undergraduate programme. The present study thus focuses on the views of 71 pre-service
teachers of the practical activities they engaged in during their undergraduate science courses. By
using Likert scales and open-ended questions of a questionnaire, it was possible to explore the
teachers’ perceptions of their practical activities. The open-ended questions, which are the focus of
the present study, provided qualitative in-depth data that highlighted teachers’ preferences of types
of laboratory activities.