PRIMARY SCHOOL TEACHERS’UNDERSTANDING OF ESSENTIAL SCIENCE CONCEPTS

Teacher’sunderstanding of science is a prerequisite for teaching science. Due to the lack of science background during their studies, some primary school teachers have limited understanding of science. This study aims at identifying primary school teacher’sunderstanding of essentialscience concepts. Data were collected from 293 participants of workshops of professional certification program at university. Teacher’sunderstanding was measured using a multiple choice test whose answers are in the form ofdegree of certainty. The study finds that many teachers do not have good understanding of science. Misconceptions are also identified in a number of areas. Student textbooks, myths spread over in the communities, and narrow interpretation of religious teaching are some sourcesof teacher’smisconceptions. Thesefindings suggestthat future professional development program for primary school teachers should be designed in the areas ofsubject mattersand subject matter pedagogy.