PROBLEM-SOLVING IN PHYSICAL SCIENCE AS PERCEIVED BY GRADE 12 LEARNERS DURING WINTER SCHOOL SESSIONS

Although problem-solving is central to any Physical Science course, most high school learners often find it very difficult. First time university entrants especially to departments of Mathematics, Science and/or Technology Education, of South African university reportedly have poor numeracy and problem-solving skills. These are coupled with indifferent attitudes to learning Physics, a discipline perceived as formula-driven and mathematical. This study, sought to establish perceptions of the Grade 12 learners who attended the winter school regarding problem-solving in physical science. The study adopted a non-experimental, exploratory and descriptive method. A sample comprising 187 captive but randomly selected learners responded to a researcher-designed questionnaire distributed to them during the final week of the Winter School session. Winter school is part of the university's community outreach programme to support learning from historically disadvantage schools. The learners came from fifty high schools and were enrolled for a Physical Science crash programme meant to capacitate them in the physical sciences. Data were statistically analysed using SPSS. Results indicated that key factors which directly influenced the learners problem solving skills related to their beliefs, content knowledge, teacher's teaching strategies, motivation, laboratory use, and non-completion of the school syllabus in a year etc. Recommendations as well as suggestions for further research aimed at addressing the identified factors are advanced.