The use of inquiry-based science teaching to promote students’ conceptual understanding of direct current electricity
Research in science education evolved from the positivist paradigm in which scientific knowledge was considered to be immutable. This article investigates the use of inquiry-based science teaching as a pedagogical strategy to develop prospective science teachers’ conceptual understanding of direct c...
| Main Authors: | , |
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| Format: | Article |
| Language: | Afrikaans |
| Published: |
South African Journal of Science and Technology
2017-05-01
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| Series: | South African Journal of Science and Technology |
| Subjects: | |
| Online Access: | https://journals.satnt.aosis.co.za/index.php/satnt/article/view/1427 |