Asiana Banda, Frackson Mumba (Southern Illinois University – Carbondale, USA)
This study examined 61 Zambian high school pre-service science teachers on their perceived important outcomes of chemistry education. Data were collected using a questionnaire adapted from Gayon (2010). The questionnaire consisted of 30 items and asked participants to rank as not important, somewhat important, or very important concerning the given outcomes. The outcomes were based on the following goals of chemistry education; career awareness, scientific knowledge, scientific methods, societal issues, and personal needs. Results show that the mean ranks of chemistry education goals based on their importance as reported by the pre-service science teachers were career awareness, scientific knowledge, scientific methods, personal needs and societal issues. Detailed results and implications will be presented and discussed.
