Exploring Student Teachers’ Knowledge and Use of Problem-Solving Teaching Strategy in a Science Classroom: A Case of a Selected PTC in Lira District, Uganda

This research explored the knowledge and use of problem-solving as a teaching strategy by student teachers in a science class during their final school practice in a selected Primary Teachers’ College in Lira District of Uganda. The research was based on a cognitive constructivist theoretical perspective and utilized a qualitative case study design. Ten student teachers were purposively sampled, and data were gathered using interviews, classroom observations, and documentation analysis. Data were triangulated from multiple sources and thematically analyzed. Results indicated that there is a gap between the knowledge of the student teachers and their implementation of the problem-solving teaching strategy. While some student teachers were found to have an idea about the problem-solving approach, classroom observation and lesson plan analysis proved the dominant use of a teacher-centered approach with no chance for students to identify problems, investigate them, make reasoning, and reflect on the findings. The research results also pointed out a lack of learner skill development, tutors’ poor support in science teaching, and inability to implement college knowledge in science lesson planning and teaching. The findings suggest that theoretical knowledge of problem-solving teaching strategy alone does not guarantee effective implementation. The study therefore recommends strengthening practical preparation and mentoring of student teachers, enhancing tutors’ pedagogical support, and providing continuous training and retraining opportunities to promote the effective integration of problem-solving approaches in primary science education.