Introducing WebQuests in Mathematics: A Study of Qatari Students' Reactions and Emotions

Autor/inn/en	Murphy, Carol; Calder, Nigel; Mansour, Nasser; Abu-Tineh, Abdullah
Titel	Introducing WebQuests in Mathematics: A Study of Qatari Students' Reactions and Emotions
Quelle	In: International Electronic Journal of Mathematics Education, 15 (2020) 3, (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306-3030
Schlagwörter	Inquiry; Web Based Instruction; Mathematics Instruction; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Student Attitudes; Educational Technology; Cooperative Learning; Emotional Response; Internet; Foreign Countries; Qatar + Suchen Sie Ihr Suchwort? Web Based Training; Mathematics lessons; Mathematikunterricht; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Schülerverhalten; Unterrichtsmedien; Kooperatives Lernen; Emotionales Verhalten; Ausland; Katar
Abstract	There is a need to investigate didactic strategies that can enhance engagement in science and mathematics education. This paper reports on the introduction of WebQuests, as part of collaborative inquiry, to enhance students' engagement in their mathematics lessons in Qatar. We present interview data gathered from eight student focus groups (grades 5 to 9) before and after the introduction of WebQuest lessons. Constant comparative analysis was used to examine students' reactions to using WebQuests in developing student-directed learning and collaboration in relation to support for learning. The analysis identified prospective reactions that were often confirmed retrospectively following the WebQuest lessons. These reactions were further analysed as external expressions of affect encoded by trait-like emotions that were similar to Goldin et al.'s (2011) notion of engagement structures. We suggest that the confirmation of reactions and emotions was influenced by students' levels of tolerance for ambiguity as a common element across engagement structures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01