Science Student Teachers' Attitude Towards Improvisation

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dc.contributor.author Eminah, J.K
dc.contributor.author Taale, K
dc.contributor.author Raheem, K.
dc.date.accessioned 2019-12-02T10:51:23Z
dc.date.available 2019-12-02T10:51:23Z
dc.date.issued 2012
dc.identifier.other 10.1007/978-94-6091-702-8_6
dc.identifier.uri http://ir.uew.edu.gh/xmlui/handle/123456789/453
dc.description Published in Contemporary Issues in African Sciences and Science Education en_US
dc.description.abstract The result of various researches and practical experience teach that at the preuniversity level, science teaching should not involve only theoretical principles and verbal activities. Since majority of learners at this level are not cognitively mature, science teaching and learning should involve a judicious blend of practical activities and some theory (if necessary). To be beneficial to the learners, preuniversity science should be meaningful and also focused on phenomena in the environment in order to promote understanding of nature. en_US
dc.language.iso en en_US
dc.publisher Sense Publishers en_US
dc.title Science Student Teachers' Attitude Towards Improvisation en_US
dc.type Book chapter en_US

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