Using problem-based teaching and learning approach to improve laboratory practical skills of pre-service science teachers in E.P college of education Bimbilla

Abstract

This study sought to improve laboratory practical skills of pre-service science teachers at the Evangelical Presbyterian College of Education, Bimbilla to enable them teach science lessons through practical mode. Action research design was used in the study. Level 200 pre-service science teachers constituted the sample of 82 who were drawn from the elective science class. The instrument used to correct data for study were attitude scale, semi structure interview and observation schedule. The attitude scale was used to correct quantitative data on pre-service science teacher’s attitude to laboratory practical work whiles the observation scale and semi structure interview were used to correct qualitative data on pre-service science teachers acquisition of laboratory practical skills before and after the intervention. Analysis of the data was done using frequency and percentages for quantitative data obtained from attitude and observation scales. The findings of the study revealed that the pre service science teachers did not have adequate knowledge in laboratory practical skills and that made them not to teach science through practical mode during their teaching practice. It was also observed that their exposure to laboratory practical skills was either inadequate or less effective. The study concluded that the pre-service science teachers were capable of teaching science effectively through practical mode if their exposure to laboratory practical lessons were intensified. The researcher therefore recommended that enough exposure on laboratory practical work should be given to pre-service science teachers through increase school-based laboratory practical sessions and attachment to science research departments where they can learn to improve their laboratory practical skills.