Math teachers' beliefs, practices, and belief change in implementing problem based learning in Qatari primary governmental school
| Autor: | Hadeel Abdelkarim H M ALKhatib, Michael H. Romanowski, Areej Isam Barham, Ruba Samih Al Said, Xiangyun Du |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2019 |
| Předmět: |
Government
Teachers' belief about their roles Applied Mathematics media_common.quotation_subject 05 social sciences Primary education 050301 education Qualitative property Workload Peer support Education Problem-based learning Qatari primary governmental schools 0502 economics and business Mathematics education ComputingMilieux_COMPUTERSANDEDUCATION Metaphors Math classrooms Dimension (data warehouse) Problem-Based Learning (PBL) Teachers' belief change 0503 education 050203 business & management Autonomy media_common |
| Zdroj: | Al Said, R S, Du, X, Al Khatib, H A H M, Romanowski, M H & Barham, A I I 2019, ' Math teachers' beliefs, practices, and belief change in implementing problem based learning in Qatari primary governmental school ', Eurasia Journal of Mathematics, Science and Technology Education, vol. 15, no. 5, em1710 . https://doi.org/10.29333/ejmste/105849 |
| DOI: | 10.29333/ejmste/105849 |
| Popis: | © 2019 by the authors. This study explored math teachers' beliefs regarding their roles, practices and perceived change in implementing Problem-Based Learning in Qatar's primary government schools. Multiple sources of qualitative data were generated including metaphors, lesson plans and interviews with seventeen math teachers. Although teachers considered PBL as an effective method benefiting student learning and they demonstrated progress in changing their beliefs moving from subject to didactic dimension through PBL implementation, their practices remained partially aligned with their perceived belief changes. This discrepancy could be attributed to several encountered challenges, including teachers' insecurity and lack of confidence, difficulty in facilitating student collaboration, structural constraints, additional workload, and the lack of school and peer support. Results suggest the need for different types of "problems" and approaches such as more direct instruction, and higher feasibility in teachers' autonomy when implementing PBL in primary education. |
| Databáze: | OpenAIRE |
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