Abstract
The use of problem-solving in science instruction implies a change in the teacher's role from dispensing content information to encouraging critical reflective thinking in the student. For problem-solving to become an integral part of the science curriculum, teachers must make it the focus of their instruction. This study investigated the extent to which pre-service primary teachers used the problem-solving approach in their science instruction. It also identified the factors affecting their efforts to teach science using this approach. The issues considered are important in whether problem-solving becomes part of the science curriculum, as teaching behaviour influences student learning outcomes.
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Specializations: science eeducation
Specializations: educational measurement, research methodology.
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Chin, C., Goh, NK., Chia, LS. et al. Pre-service teachers' use of problem-solving in primary science. Research in Science Education 24, 41–50 (1994). https://doi.org/10.1007/BF02356327
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DOI: https://doi.org/10.1007/BF02356327