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Autor/inn/en | Murphy, Carol; Abu-Tineh, Abdullah; Calder, Nigel; Mansour, Nasser |
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Titel | Changing from a Traditional Approach to Learning: Teachers' Perceptions of Introducing WebQuests into Mathematics and Science Classrooms in Qatar |
Quelle | In: Teachers and Curriculum, 19 (2019) 1, S.9-16 (9 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2382-0349 |
Schlagwörter | Student Centered Learning; Stress Variables; Inquiry; Teaching Methods; Science Instruction; Technology Integration; Educational Change; Teacher Attitudes; Faculty Development; Web Based Instruction; Mathematics Instruction; Elementary School Students; Middle School Students; Time Management; Teacher Student Relationship; Foreign Countries; Classroom Techniques; Student Motivation; Qatar Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Bildungsreform; Lehrerverhalten; Web Based Training; Mathematics lessons; Mathematikunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Zeitmanagement; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Klassenführung; Schulische Motivation; Katar |
Abstract | Several studies have identified stress factors that teachers might experience in changing from a traditional approach to a more student-centred inquiry-based learning (IBL) approach. In this study, we report on teachers' perceptions following professional development (PD) that introduced WebQuests as a didactic tool alongside ongoing classroom support into Qatari mathematics and science classrooms with students grades 4 to 8. The findings suggested that the use of WebQuests as a didactic tool provided a structure for many teachers that supported a change in teaching towards a student-oriented approach. Nevertheless, some stress factors remained, in relation to control of learning, managing time and classroom behaviour and the integration of IT. (As Provided). |
Anmerkungen | Wilf Malcolm Institute of Educational Research. Faculty of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: http://tandc.ac.nz/tandc |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |