CUS3701
Assignment 3 2025
Detailed Solutions, References & Explanations
Unique number: 770798
Due Date: 4 August 2025
QUESTION 1
1. Problem Solving (Mr Moeng – Physical Science)
Problem solving as a teaching strategy promotes critical thinking, knowledge
construction, and conceptual understanding, rather than rote application of procedures.
For Mr Moeng, whose learners struggled with engaging in practical experiments,
problem solving encourages learners to interact with scientific problems actively by
investigating, hypothesising, testing, and drawing conclusions in real-life contexts
(Booyse, du Plessis & Maphalala, 2020:41). This approach enhances learners’
understanding of physical concepts by letting them explore problems, rather than simply
performing mechanical experiments without comprehension. By focusing on developing
new knowledge through solving problems, learners move beyond merely executing
steps to understanding underlying scientific principles (Booyse et al., 2020:40–41).
Terms of use
2. Simulation (Mr Moeng – Physical Science) By making use of this document you agree to:
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,or and
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
QUESTION 1
1. Problem Solving (Mr Moeng – Physical Science)
Problem solving as a teaching strategy promotes critical thinking, knowledge
construction, and conceptual understanding, rather than rote application of
procedures. For Mr Moeng, whose learners struggled with engaging in practical
experiments, problem solving encourages learners to interact with scientific
problems actively by investigating, hypothesising, testing, and drawing conclusions
in real-life contexts (Booyse, du Plessis & Maphalala, 2020:41). This approach
enhances learners’ understanding of physical concepts by letting them explore
problems, rather than simply performing mechanical experiments without
comprehension. By focusing on developing new knowledge through solving
problems, learners move beyond merely executing steps to understanding
underlying scientific principles (Booyse et al., 2020:40–41).
2. Simulation (Mr Moeng – Physical Science)
Simulation creates a realistic but controlled environment where learners can engage
in ―what-if‖ scenarios, allowing them to experiment without the constraints of real-
world dangers or costs. This helps Mr Moeng simulate lab environments that may be
too expensive, dangerous, or complex to replicate exactly. Through simulation,
learners can experience the cause-and-effect relationships of physical principles,
assume responsibility for decision-making, and develop problem-solving and
analytical skills (Booyse et al., 2020:40). This also increases learner motivation and
deepens understanding of scientific processes.
3. Flipped Classroom (Mrs Lebepe – English)
For Mrs Lebepe, whose learners struggled with literature analysis, the flipped
classroom allows learners to engage with reading material and videos at home and
then discuss, interpret, or critically analyse the content during class. This strategy
provides more classroom time for interpretation, peer discussion, and deeper
engagement, rather than passive reading (Booyse et al., 2020:43–44). It also
encourages self-directed learning and improves comprehension, as learners can
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
Assignment 3 2025
Detailed Solutions, References & Explanations
Unique number: 770798
Due Date: 4 August 2025
QUESTION 1
1. Problem Solving (Mr Moeng – Physical Science)
Problem solving as a teaching strategy promotes critical thinking, knowledge
construction, and conceptual understanding, rather than rote application of procedures.
For Mr Moeng, whose learners struggled with engaging in practical experiments,
problem solving encourages learners to interact with scientific problems actively by
investigating, hypothesising, testing, and drawing conclusions in real-life contexts
(Booyse, du Plessis & Maphalala, 2020:41). This approach enhances learners’
understanding of physical concepts by letting them explore problems, rather than simply
performing mechanical experiments without comprehension. By focusing on developing
new knowledge through solving problems, learners move beyond merely executing
steps to understanding underlying scientific principles (Booyse et al., 2020:40–41).
Terms of use
2. Simulation (Mr Moeng – Physical Science) By making use of this document you agree to:
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,or and
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
QUESTION 1
1. Problem Solving (Mr Moeng – Physical Science)
Problem solving as a teaching strategy promotes critical thinking, knowledge
construction, and conceptual understanding, rather than rote application of
procedures. For Mr Moeng, whose learners struggled with engaging in practical
experiments, problem solving encourages learners to interact with scientific
problems actively by investigating, hypothesising, testing, and drawing conclusions
in real-life contexts (Booyse, du Plessis & Maphalala, 2020:41). This approach
enhances learners’ understanding of physical concepts by letting them explore
problems, rather than simply performing mechanical experiments without
comprehension. By focusing on developing new knowledge through solving
problems, learners move beyond merely executing steps to understanding
underlying scientific principles (Booyse et al., 2020:40–41).
2. Simulation (Mr Moeng – Physical Science)
Simulation creates a realistic but controlled environment where learners can engage
in ―what-if‖ scenarios, allowing them to experiment without the constraints of real-
world dangers or costs. This helps Mr Moeng simulate lab environments that may be
too expensive, dangerous, or complex to replicate exactly. Through simulation,
learners can experience the cause-and-effect relationships of physical principles,
assume responsibility for decision-making, and develop problem-solving and
analytical skills (Booyse et al., 2020:40). This also increases learner motivation and
deepens understanding of scientific processes.
3. Flipped Classroom (Mrs Lebepe – English)
For Mrs Lebepe, whose learners struggled with literature analysis, the flipped
classroom allows learners to engage with reading material and videos at home and
then discuss, interpret, or critically analyse the content during class. This strategy
provides more classroom time for interpretation, peer discussion, and deeper
engagement, rather than passive reading (Booyse et al., 2020:43–44). It also
encourages self-directed learning and improves comprehension, as learners can
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
