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According to Nieman and Monyai (2006:114), in inquiry learning the solution to the problem is not as important as the knowledge acquired of the topic under investigation and the process of inquiry. Problem solving is a type of discovery learning which, when deliberately applied, can help learners realise that the knowledge they already have may be applied in new situations, and that this process can lead to new knowledge (Killen, 1996: 98). Petty (1993: 222) adds that when well devised and managed, the discovery method offers active learning and an achievable challenge which engages learners. This author (Petty) also maintains that discovery activities
Problem-based learning (PBL) offers a teaching tool that can provide an answer to meet the pedagogic demands of the 21st century. It is envisaged that this study will contribute to the practice of school teaching and the improvement of PBL effectiveness, particularly in the senior phase technology education.
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