Primary school teachers' understanding and interpretation of problem-solving : how it is promoted in science lessons, why and why not?
This study explores how Lesotho primary school teachers understand and interpret problem-solving (PS) and how they teach and support it. Observation schedules and semi-structured interviews were used to collect data from classrooms, teachers and learners. The findings revealed that teachers have con...
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| Language: | en |
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2011
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| Online Access: | http://hdl.handle.net/10413/3161 |