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dc.contributor.advisorOgunniyi, Meshach
dc.contributor.authorIwuanyanwu, Paul Nnanyereugo
dc.date.accessioned2023-03-08T07:51:53Z
dc.date.available2023-03-08T07:51:53Z
dc.date.issued2014
dc.identifier.urihttp://hdl.handle.net/11394/9726
dc.descriptionMagister Educationis - MEden_US
dc.description.abstractStudents frequently leave first-year physical science classes with a dual set of physical laws in mind- the equations to be applied to qualitative problems and the entrenched set of concepts, many erroneous, to be applied to qualitative, descriptive, or explanatory problems. It is in this sense that the emphasis of this study is on ‘change’ rather than acquisition. Thus, a blend of theoretical framework was considered according to the aim of the study. Of immediate relevance in this regard within the “constructivist paradigm” are: Posner, Strike, Hewson and Gertzog’s (1982) conceptual change theory and the revised Bloom’s Taxonomy.en_US
dc.language.isoenen_US
dc.publisherUniversity of the Western Capeen_US
dc.subjectPhysical sciencesen_US
dc.subjectMathematicsen_US
dc.subjectTeaching and learningen_US
dc.subjectUndergraduateen_US
dc.subjectHigher educationen_US
dc.titlePre-service science teachers’ conceptual and procedural difficulties in solving mathematical problems in physical scienceen_US
dc.rights.holderUniversity of the Western Capeen_US


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