KNOWLEDGE AND ATTITUDES TOWARDS PROBLEM-SOLVING

Abstract

The study examined knowledge of, and attitude toward, problem-solving teaching of secondary practical arts (agriculture, commerce, home economics, and technical studies) teachers. An instrument was developed and administered to these teachers in the 16 vocational pilot schools. Findings revealed that teachers knowledge of problem-solving teaching was minimal, and yet their attitudes towards it was much more positive. It was concluded that teachers needed in service workshops on the utility and strategies of problem-solving as an approach to teaching vocational studies. Development of critical thinking skills is essential for a complete education.


(UNISWA J Agric: 2000 9: 96-103)