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Primary school teachers' understanding and interpretation of problem-solving : how it is promoted in science lessons, why and why not?

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Date

2005

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Abstract

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 considerable understanding of (PS) and value it but are not teaching it. Teachers attribute this to their lack of knowledge, the difficult conditions in their schools, policy constraints (such as assessment) and their own habits and behaviours. However, the data also indicated that teachers, with support, can successfully design and teach appropriate lessons in their schools, raising issues about their knowledge, beliefs, identity and structures.

Description

Theses (Ph.D.)-University of KwaZulu-Natal, Durban, 2005.

Keywords

Theses--Education., Science--Study and teaching (Primary)--Lesotho., Problem solving--Study and teaching (Primary), Science teachers--Lesotho.

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