Investigating Teacher Pedagogical Changes When Implementing Problem-Based Learning in a Year 5 Mathematics Classroom in Taiwan

Autor/inn/en	Li, Hui-Chuan; Tsai, Tsung-Lung
Titel	Investigating Teacher Pedagogical Changes When Implementing Problem-Based Learning in a Year 5 Mathematics Classroom in Taiwan
Quelle	In: Asia-Pacific Education Researcher, 27 (2018) 5, S.355-364 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Hui-Chuan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-018-0393-2
Schlagwörter	Foreign Countries; Problem Based Learning; Mathematics Instruction; Grade 5; Elementary School Mathematics; Teaching Methods; Elementary School Teachers; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Problem-based learning; Problemorientiertes Lernen; Mathematics lessons; Mathematikunterricht; School year 05; 5. Schuljahr; Schuljahr 05; Elementare Mathematik; Schulmathematik; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Over the recent decades, much empirical evidence has shown the benefits of problem-based learning (PBL) over traditional teacher-centred pedagogy. However, research on problem-based learning (PBL) has focused more on students' learning outcomes and less on what it might take for teachers to implement it, especially in primary school and in education systems such as Taiwan, where its principles deviate from customary practice. Issues concerning how PBL, which initially derived from the adult medical education field, can be applied to primary education, remain poorly understood. This study examines what was involved for a teacher while she implemented a 1-year PBL intervention in a year 5 (ages 10-11) mathematics classroom in Taiwan. On the basis of the evidence in this paper, we provide a realistic account of the teacher's pedagogical practice and how she changed, or further developed her pedagogies in order to adapt to PBL. The findings from our study brought important messages for teachers and educators when implementing PBL at primary education level. With a focus on the teacher's pedagogical changes, implications for primary teachers when implementing PBL are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01