| dc.contributor.author | Eminah J.K. | |
| dc.contributor.author | Taale K. | |
| dc.contributor.author | Raheem K. | |
| dc.date.accessioned | 2022-10-31T15:05:55Z | |
| dc.date.available | 2022-10-31T15:05:55Z | |
| dc.date.issued | 2012 | |
| dc.identifier.other | 10.1007/978-94-6091-702-8_6 | |
| dc.identifier.uri | http://41.74.91.244:8080/handle/123456789/590 | |
| dc.description | Eminah, J.K., Department of Science Education, Winneba, Ghana, Umaru Musa yar'Adua University, Nigeria; Taale, K.; Raheem, K., University of Jyv�skyl�, University of Education, Winneba, Ghana, Center for School and Community Science and Technology Studies (SACOST), University of Education, Winneba, Ghana | 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. � 2012 Sense Publishers. All Rights Reserved. | 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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