Knowledge development at the time of use: a problem‐based approach to lesson planning in primary teacher training in a low knowledge, low skill context

Douglas P. Newton School of Education, Durham University, Leazes Road, Durham, DH1 1TA, UKCorrespondence[email protected]

Lynn D. Newton School of Education, Durham University, Leazes Road, Durham, DH1 1TA, UK

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Aubrey Golightly & Osvaldo A. Muniz. (2013) Are South African Geography education students ready for problem-based learning?. Journal of Geography in Higher Education 37:3, pages 432-455.
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Emma Marsden & Carole J. Torgerson. (2012) Single group, pre- and post-test research designs: Some methodological concerns. Oxford Review of Education 38:5, pages 583-616.
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Thelma de Jager. (2012) Can First Year Student's Critical Thinking Skills Develop in a Space of Three Months?. Procedia - Social and Behavioral Sciences 47, pages 1374-1381.
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Douglas P. Newton & Lynn D. Newton. (2010) ENGAGING SCIENCE: PRE-SERVICE PRIMARY SCHOOL TEACHERS’ NOTIONS OF ENGAGING SCIENCE LESSONS. International Journal of Science and Mathematics Education 9:2, pages 327-345.
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Knowledge development at the time of use: a problem‐based approach to lesson planning in primary teacher training in a low knowledge, low skill context

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Knowledge development at the time of use: a problem‐based approach to lesson planning in primary teacher training in a low knowledge, low skill context

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