| Abstract: | Conclusion Although the experiments reported here are only a beginning to the research needed, the results obtained so far suggest that
some teachers and some curriculum planners have overlooked factors in their consideration of problem solving as a learning
method in primary school science.
There appear to be teachers who have rejected this approach prematurely because many of the problems children suggest when
they are first introduced to this method of working are not sound starting points for investigation.
Curriculum palnners, on the other hand, do not appear to have given serious consideration to the fact that some subject matter
provides a better starting point for pupil problem solving than others. Further, there has been inadequate information available
for teachers on the type of classroom situations and teacher behaviour which will maximize pupils' ability to see investigable
science problems in everyday phenomena. The type of research reported here will be continued and expanded to provide a clearer
picture of contexts in which the ability of pupils to see investigable scientific problems is maximized. |
