CUS3701 ASSIGNMENT 3
DUE: 04/08/25
PARAPHRASE YOUR OWN WORK TO AVOID PLAGIARISM
Question 1
1.1
Problem Solving
Learners usually have a problem applying theoretical knowledge to real-life situations in
Physical Science. Problem-solving strategy has the capacity to involve the learners in
active learning experience as they are presented with scientific problems which
necessitate critical thinking and practice. This motivates increased comprehension and
better participation during experiments since learners can go past passive observation
roles into active problem-solving roles (Jacobs et al., 2019). Problem solving, in English,
can be used to help students decode complicated texts by assisting them to divide literary
issues (i.e. theme identification or character motivation), into small problems.
Flipped Classroom
In this approach, the traditional instruction is inverted where students do the engagement
of the input, even outside the classroom (viewing videos or reading), classrooms are then
used to support discussion and task-related applications. In the case of Mr Moeng, it
, enables the learners to arrive at the classroom more prepared when it comes to
experiments having at least previewed the theory, therefore making the practical lessons
more engaging and fruitful. To Mrs Lebepe, it helps students to analyze literature in the
classroom where students have read and reflected on the texts at home, which allows
them to understand it better through peer and teacher facilitation (Jacobs et al., 2019).
Simulation
Simulations are used to offer value-based learning through a modelled or a virtual
representation of real life situations. In Physical Science, complex experiments can be
simulated to replicate the ones that can be highly unsafe or prohibitively costly and allow
learning the concepts related to chemical reactions or forces to be visualized. Role-play
simulations of literary or court-related debates around a topic have been shown to improve
interpretation skills and interest particularly in the weaker learners in the ability to analyze
an abstract text (Jacobs et al., 2019).
1.2
The problem-solving strategy helps in improving the curriculum delivery setting due to it
promoting deeper involvement of the learners, thinking, and application of the knowledge
which is the key ingredient of successful teaching and learning. In accordance with the
ideas described in the Curriculum and Assessment Policy Statement (CAPS), this strategy
will contribute to learner-focused education based on the idea encouraging the learners to
make their education their own as well as utilize what they have studied in reality (Jacobs et
al., 2019).
Learners must analyze, evaluate, and synthesize information which are also important
elements in higher-order thinking by solving structured problems. This enriches their
conceptual knowledge since the learners have to do more than remember the facts but
also need to build some connections between the concepts and be able to apply them in
new situations. In a classroom, this would be seen as more engaging learning activities,
where the students learn by building knowledge, as opposed to being fed the information.
In addition, the problem-solving strategy enhances cooperation and communication
amongst learners because most of the time group work and group discussion is applied.
This dialogue boosts social learning activities and assists learners to sharpen their
thoughts because they have to deal with different minds. It also gives teachers the chance
of continuous formative assessment and so they are able to know where there is a lack in
understanding that they can then change the course of action.
Moreover, there is a differentiation of instruction to meet the needs of diverse learners in
the process of problem-solving. Teachers are also able to come up with a range of
DUE: 04/08/25
PARAPHRASE YOUR OWN WORK TO AVOID PLAGIARISM
Question 1
1.1
Problem Solving
Learners usually have a problem applying theoretical knowledge to real-life situations in
Physical Science. Problem-solving strategy has the capacity to involve the learners in
active learning experience as they are presented with scientific problems which
necessitate critical thinking and practice. This motivates increased comprehension and
better participation during experiments since learners can go past passive observation
roles into active problem-solving roles (Jacobs et al., 2019). Problem solving, in English,
can be used to help students decode complicated texts by assisting them to divide literary
issues (i.e. theme identification or character motivation), into small problems.
Flipped Classroom
In this approach, the traditional instruction is inverted where students do the engagement
of the input, even outside the classroom (viewing videos or reading), classrooms are then
used to support discussion and task-related applications. In the case of Mr Moeng, it
, enables the learners to arrive at the classroom more prepared when it comes to
experiments having at least previewed the theory, therefore making the practical lessons
more engaging and fruitful. To Mrs Lebepe, it helps students to analyze literature in the
classroom where students have read and reflected on the texts at home, which allows
them to understand it better through peer and teacher facilitation (Jacobs et al., 2019).
Simulation
Simulations are used to offer value-based learning through a modelled or a virtual
representation of real life situations. In Physical Science, complex experiments can be
simulated to replicate the ones that can be highly unsafe or prohibitively costly and allow
learning the concepts related to chemical reactions or forces to be visualized. Role-play
simulations of literary or court-related debates around a topic have been shown to improve
interpretation skills and interest particularly in the weaker learners in the ability to analyze
an abstract text (Jacobs et al., 2019).
1.2
The problem-solving strategy helps in improving the curriculum delivery setting due to it
promoting deeper involvement of the learners, thinking, and application of the knowledge
which is the key ingredient of successful teaching and learning. In accordance with the
ideas described in the Curriculum and Assessment Policy Statement (CAPS), this strategy
will contribute to learner-focused education based on the idea encouraging the learners to
make their education their own as well as utilize what they have studied in reality (Jacobs et
al., 2019).
Learners must analyze, evaluate, and synthesize information which are also important
elements in higher-order thinking by solving structured problems. This enriches their
conceptual knowledge since the learners have to do more than remember the facts but
also need to build some connections between the concepts and be able to apply them in
new situations. In a classroom, this would be seen as more engaging learning activities,
where the students learn by building knowledge, as opposed to being fed the information.
In addition, the problem-solving strategy enhances cooperation and communication
amongst learners because most of the time group work and group discussion is applied.
This dialogue boosts social learning activities and assists learners to sharpen their
thoughts because they have to deal with different minds. It also gives teachers the chance
of continuous formative assessment and so they are able to know where there is a lack in
understanding that they can then change the course of action.
Moreover, there is a differentiation of instruction to meet the needs of diverse learners in
the process of problem-solving. Teachers are also able to come up with a range of
