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Earline Asare Bowelleh

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Open access Aug 2026

CONSTRUCTIVIST TEACHING STRATEGIES IN GHANAIAN JUNIOR HIGH STEM CLASSROOMS: A QUALITATIVE STUDY OF PEDAGOGICAL PRACTICE AND POLICY GAPS

This study examines the extent to which constructivist teaching strategies are understood and applied by Mathematics and Integrated Science teachers in junior high schools in Ghana and identifies where policy aspirations diverge from classroom practice. Using a qualitative case study design grounded in the theoretical...

Earline Asare Bowelleh, S. Ameko · 0 citations

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