Math Teachers’ Beliefs, Practices, and Belief Change in Implementing Problem Based Learning in Qatari Primary Governmental School

Ruba Samih Al Said; Xiangyun Du; Hadeel Abdelkarim H M ALKhatib; Michael Henry Romanowski; Areej Isam Ibrahim Barham

doi:10.29333/ejmste/105849

Full Text (PDF)

Ruba Samih Al Said ¹, Xiangyun Du ¹ ^* , Hadeel Abdelkarim H M ALKhatib ¹, Michael Henry Romanowski ¹, Areej Isam Ibrahim Barham ¹

More Detail

¹ College of Education, Qatar University, QATAR^* Corresponding Author

Abstract

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.

Keywords

teachers’ belief about their roles
teachers’ belief change
math classrooms
Problem-Based Learning (PBL)
Qatari primary governmental schools
metaphors

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 15, Issue 5, May 2019, Article No: em1710

https://doi.org/10.29333/ejmste/105849

Publication date: 20 Mar 2019

Article Views: 4000

Article Downloads: 2073

Open Access References How to cite this article

References

Adelman, H. S., & Taylor, L. (2007). Systemic change for school improvement. Journal of Educational and Psychological Consultation, 17(1), 55-77. https://doi.org/10.1080/10474410709336590.
Ahonen, E., Pyhalto, K., Pietarinen, J., & Soini, T. (2014). Teachers’ professional beliefs about their roles and the pupils’ roles in the school. Teacher Development, 18(2), 177-197. https://doi.org/10.1080/13664530.2014.900818.
Akınoğlu, O., & Tandoğan. R. O. (2007). Effects of problem-based active learning in science education on students’ academic achievement, attitude and concept learning. Eurasia Journal of Mathematics, Science & Technology Education, 3(1), 71–81. https://doi.org/10.12973/ejmste/75375.
Araz, G., & Sungur, S. (2007). Effectiveness of problem‐based learning on academic performance in genetics. Biochemistry and Molecular Biology Education, 35(6), 448–451. https://doi.org/10.1002/bmb.97.
Asghar, A., Ellington, R., Rice, E., Johnson, F., & Prime, G. M. (2012). Supporting STEM Education in Secondary Science Contexts. Interdisciplinary Journal of Problem-Based Learning, 6(2). https://doi.org/10.7771/1541-5015.1349.
Bakkenes, I., Vermunt, J. D., & Wubbels, T. (2010). Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers. Learning and Instruction, 20(6), 533–548. https://doi.org/10.1016/j.learninstruc.2009.09.001.
Beijaard, D., Verloop, N., & Vermunt, J. D. (2000). Teachers’ perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16(7), 749–764. https://doi.org/10.1016/S0742-051X(00)00023-8.
Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House, 83(2), 39-43. https://doi.org/10.1080/00098650903505415.
Burridge, P., & Carpenter, C. (2013). Expanding pedagogical horizons: A case study of teacher professional development. Australian Journal of Teacher Education, 38(9), 2. https://doi.org/10.14221/ajte.2013v38n9.3.
Chaaban, Y., & Du, X. (2017). Novice teachers’ job satisfaction and coping strategies: Overcoming contextual challenges at Qatari government schools. Teaching and Teacher Education, 67, 340-350. https://doi.org/10.1016/j.tate.2017.07.002.
Chen, C. H., & Chen, C. Y. (2012). Instructional approaches on science performance, attitude and inquiry ability in a computer-supported collaborative learning environment. Turkish Online Journal of Educational Technology- TOJET, 11(1), 113–122.
Dole, S., Bloom, L., & Kowalske, K. (2016). Transforming Pedagogy: Changing Perspectives from Teacher-Centered to Learner- Centered. Interdisciplinary Journal of Problem-Based Learning, 10(1). https://doi.org/10.7771/1541-5015.1538.
Dole, S., Bloom, L., & Doss, K. K. (2017). Engaged learning: Impact of PBL and PjBL with elementary and middle grade students. Interdisciplinary Journal of Problem-Based Learning, 11(2), 9. https://doi.org/10.7771/1541-5015.1685.
Drake, K. N., & Long, D. (2009). Rebecca’s in the dark: A comparative study of problem-based learning and direct instruction/experiential learning in two 4th-grade class- rooms. Journal of Elementary Science Education, 21(1), 1–16. https://doi.org/10.1007/BF03174712.
Du, X. & Chaaban, Y. (2019). Teachers’ readiness for a statewide change to PBL in primary education in Qatar. Manuscript submitted for publication.
Du, X., Su, L., & Liu, J. (2013). Developing sustainability curricula using the PBL method in a Chinese context. Journal of Cleaner Production, 61, 80-88. https://doi.org/10.1016/j.jclepro.2013.01.012.
Du, X. (2012). A proposal of task-based PBL in Chinese teaching and learning. In Exploring task-based PBL in Chinese teaching and learning (pp. 36-61). Cambridge Scholars Press.
Ertmer, P. A., & Simons, K. D. (2006). Jumping the PBL Implementation Hurdle: Supporting the E orts of K–12 Teachers. Interdisciplinary Journal of Problem-Based Learning, 1(1). https://doi.org/10.7771/1541-5015.1005.
Frambach, J. M., Driessen, E. W., Chan, L. C., & van der Vleuten, C. P. (2012). Rethinking the globalisation of problem‐based learning: How culture challenges self‐directed learning. Medical Education, 46(8), 738–747. https://doi.org/10.1111/j.1365-2923.2012.04290.x.
Fullan, M. (2014). Teacher development and educational change. New York: Routledge. https://doi.org/10.4324/9781315870700.
Gallagher, S. A., & Gallagher, J. J. (2013). Using problem-based learning to explore unseen academic potential. Interdisciplinary Journal of Problem-based Learning, 7(1), 9. https://doi.org/10.7771/1541-5015.1322.
Gallagher, S. A., & Stepien, W. J. (1995). Implementing problem-based learning in science classrooms. School Science and Mathematics, 95(3), 136–147. https://doi.org/10.1111/j.1949-8594.1995.tb15748.x.
Grant, M. M. (2011). Learning, Beliefs, and Products: Students’ Perspectives with Project-based Learning. Interdisciplinary Journal of Problem-Based Learning, 5(2). https://doi.org/10.7771/1541-5015.1254.
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235-266. https://doi.org/10.1023/B:EDPR.0000034022.16470.f3.
Hmelo-Silver, C. E., & Barrows, H. S. (2006). Goals and Strategies of a Problem-based Learning Facilitator. Interdisciplinary Journal of Problem-Based Learning, 1(1). https://doi.org/10.7771/1541-5015.1004.
Jerzembek, G., & Murphy, S. (2013). A narrative review of problem-based learning with school-ages children: Implementation and outcomes. Educational Review, 65(2), 206–218. https://doi:10.1080/00131911.2012.659655.
Jensen, L. (2001). Planning lessons. Teaching English as a second or foreign language, 403–413.
Kazemi, F., & Ghoraishi, M. (2012). Comparison of problem-based learning approach and traditional teaching on attitude, misconceptions and mathematics performance of university students. Procedia-Social and Behavioral Sciences, 46, 3852–3856. https://doi.org/10.1016/j.sbspro.2012.06.159.
Kolmos, A. (2012). Changing the curriculum to problem-based and project-based learning. Yusof, et al. (eds), Outcome-Based Science, Technology, Engineering, and Mathematics Education: Innovative Practices, 50-61, Information Science Reference. https://doi.org/10.4018/978-1-4666-1809-1.ch003.
Kolmos, A., Du, X. Y., Dahms, M., & Qvist, P. (2008). Staff development for change to problem based learning. International journal of engineering education, 24(4), 772-782.
Karaçalli, S., & Korur, F. (2014). Effects of project‐based learning on students’ academic achievement, attitude, and retention of knowledge: e subject of “electricity in our lives.” School Science and Mathematics, 114(5), 224–235. https://doi.org/10.1111/ssm.12071.
Korthagen, F. A., Kessels, J., Koster, B., Lagerwerf, B., & Wubbels, T. (2001). Linking practice and theory: The pedagogy of realistic teacher education. New York, NY: Routledge.
Kvale, S., & Brinkmann, S. (2009). Interviews: Learning the craft of qualitative research. Thousand Oaks: SAGE.
Laius, A., Kask, K., & Rannimäe, M. (2009). Comparing outcomes from two case studies on chemistry teachers’ readiness to change. Chemistry Education Research and Practice, 10(2), 142–153. https://doi.org/10.1039/B908251B.
Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago: University of Chicago Press.
Lam, S.-F., Cheng, R. W.-Y., & Choy, H. C. (2010). School support and teacher motivation to implement project-based learning. Learning and Instruction, 20(6), 487-497. https://doi.org/10.1016/j.learninstruc.2009.07.003.
Lee, J. S., Blackwell, S., Drake, J., & Moran, K. A. (2014). Taking a Leap of Faith: Redefining Teaching and Learning in Higher Education rough Project-Based Learning. Interdisciplinary Journal of Problem-Based Learning, 8(2). https://doi.org/10.7771/1541-5015.1426.
Leuchter, M., Saalbach, H., & Hardy, I. (2014). Designing science learning in the first years of schooling: An intervention study with sequenced learning material on the topic of “floating and sinking.” International Journal of Science Education, 36(10), 1751–1771. https://doi.org/10.1080/09500693.2013.878482.
Liljedahl, P., Rolka, K., & Rösken, B. (2007). Affecting affect: The re-education preservice teachers’ beliefs about mathematics and mathematics learning and teaching. In M. Strutchens & W. Martin (Eds.), 69th NCTM Yearbook (pp. 319–330).
Liu, Y., Bui, E. N., Chang, C. H., & Lossman, H. G. (2010). PBL-GIS in secondary geography education: Does it result in higher-order learning outcomes? Journal of Geography, 109(4), 150-158. https://doi.org/10.1080/00221341.2010.497541.
Löfström, E., Poom-Valickis, K., & Hannula, M. S. (2011). Categorisation of teacher metaphors: Manual for implementing the Beijaard, Verloop & Vermunt teacher knowledge base model. Manual for NorBa Project, 2011, 1–11.
Löfström, E., & Poom-Valickis, K. (2013). Beliefs about teaching: Persistent or malleable? A longitudinal study of prospective student teachers’ beliefs. Teaching and Teacher Education, 35, 104–113. https://doi.org/10.1016/j.tate.2013.06.004.
Luft, J. A., & Roehrig, G. H. (2007). Capturing science teachers’ epistemological beliefs: The development of the teacher beliefs interview. Electronic Journal of Science Education, 11(2), 38–63.
Merri, J., Lee, M., Rillero, P., & Kinach, B. M. (2017). Problem-Based Learning in K–8 Mathematics and Science Education: A Literature Review. Interdisciplinary Journal of Problem-Based Learning, 11(2).
Mihaela, V., & Alina-Oana, B. (2015). (When) Teachers’ Pedagogical Beliefs are Changing? Procedia - Social and Behavioral Sciences, 180, 1001–1006. https://doi.org/10.1016/j.sbspro.2015.02.191.
Moesby, E. (2004). Reflections on Making a Change towards Project Oriented and Problem-Based Learning (POPBL). World Transactions on Engineering and Technology Education, 3, 269–78.
Namey, E., Guest, G., Thairu, L., & Johnson, L. (2008). Data reduction techniques for large qualitative data sets. In G. Guest & K. MacQueen (Eds.), Handbook for team-based qualitative research, (pp. 137–161). Walnut Creek, CA: AltaMira Press.
Norman, G. R., & Schmidt, H. G. (2016). Revisiting ‘Effectiveness of problem‐based learning curricula: theory, practice and paper darts’. Medical education, 50(8), 793-797. https://doi.org/10.1111/medu.12800.
Novikasari, I. (2016). The profile of mathematical knowledge for teaching and mathematical beliefs of pre-service primary teachers. International Journal of Scientific Research and Innovative Technology, 3(7), 73–92.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a construct. Review of Educational Research, 62(3), 307–332. https://doi.org/10.3102/00346543062003307.
Pecore, J. L. (2013). Beyond Beliefs: Teachers Adapting Problem-based Learning to Preexisting Systems of Practice. Interdisciplinary Journal of Problem-Based Learning, 7(2). https://doi.org/10.7771/1541-5015.1359.
Pehkonen, E., & Törner, G. (1999). Teachers’ beliefs on mathematics teaching–Comparing different self-estimation methods: A case study (Paper). Duisberg-Essen, Germany: University of Duisburg-Essen.
Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Newbury Park, CA: Sage Publications.
Rico, R., & Ertmer, P. A. (2015). Examining the role of the instructor in problem-centered instruction. Tech- Trends, 59(4), 96–103. https://doi.org/10.1007/s11528-015-0876-4.
Roh, K. H. (2003). Problem-based learning in mathematics: ERIC Digest. Columbus, OH: ERIC Clearinghouse for Science Mathematics and Environmental Education.
Sabah, S., & Du, X. (2018). University faculty’s perceptions and practices of student centered learning in Qatar: Alignment or gap?. Journal of Applied Research in Higher Education, 10(4), 514-533. https://doi.org/10.1108/JARHE-11-2017-0144.
Said, Z. (2016). Science Education Reform in Qatar: Progress and Challenges. Eurasia Journal of Mathematics, Science & Technology Education, 12(8), 2253-2265. https://doi.org/10.12973/eurasia.2016.1301a.
Savin‐Baden, M. (2004). Understanding the impact of assessment on students in problem‐based learning. Innovations in Education and Teaching International, 41(2), 221-233. https://doi.org/10.1080/1470329042000208729.
Savin-Baden, M. (2003). Facilitating problem-based learning: Illuminating perspectives. Maidenhead, England: Open University Press.
Savery, J. R. (2006). Overview of problem-based learning: Definitions and distinctions. The Interdisciplinary Journal of Problem-Based Learning, 1(1), 9-20. https://doi.org/10.7771/1541-5015.1002.
Schettino, C. (2016). A Framework for Problem-Based Learning: Teaching Mathematics with a Relational Problem-Based Pedagogy. Interdisciplinary Journal of Problem-Based Learning, 10(2). https://doi.org/10.7771/1541-5015.1602.
Schoenfeld, A. H. (1998). Toward a theory of teaching-in-context. Issues in Education, 4(1), 1–94. https://doi.org/10.1016/S1080-9724(99)80076-7.
Sungar, S., & Tekkaya, C. (2006). Effects of problem-based learning and traditional instruction on self-regulated learning. The Journal of Educational Research, 99(5), 307–318. https://doi.org/10.3200/JOER.99.5.307-320.
Talmy, S. (2010). Qualitative interviews in applied linguistics from research instrument to social practice. Annual Review of Applied Linguistics, 30, 128–48. https://doi.org/10.1017/S0267190510000085.
Tamim, S. R., & Grant, M. M. (2013). Definitions and Uses: Case Study of Teachers Implementing Project-based Learning. Interdisciplinary Journal of Problem-Based Learning, 7(2). https://doi.org/10.7771/1541-5015.1323.
Tomas, J. W. (2000). A review of research on project-based learning. Report prepared for e Autodesk Foundation. http://www.bie.org/index.php/site/RE/pbl_research/29.
Wang, L., & Du, X. (2016). Chinese language teachers’ beliefs about their roles in the Danish context. System, 61, 1-11. https://doi.org/10.1016/j.system.2016.06.009.
Wong, K. K. H., & Day, J. R. (2009). A comparative study of problem-based and lecture-based learning in junior secondary school science. Research in Science Education, 39(5), 625–642. https://doi.org/10.1007/s11165-008-9096-7.

How to cite this article

APA

Al Said, R. S., Du, X., ALKhatib, 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, 15(5), em1710. https://doi.org/10.29333/ejmste/105849

Vancouver

Al Said RS, Du X, ALKhatib HAHM, Romanowski MH, Barham AII. Math Teachers’ Beliefs, Practices, and Belief Change in Implementing Problem Based Learning in Qatari Primary Governmental School. EURASIA J Math Sci Tech Ed. 2019;15(5):em1710. https://doi.org/10.29333/ejmste/105849

AMA

Al Said RS, Du X, ALKhatib HAHM, Romanowski MH, Barham AII. Math Teachers’ Beliefs, Practices, and Belief Change in Implementing Problem Based Learning in Qatari Primary Governmental School. EURASIA J Math Sci Tech Ed. 2019;15(5), em1710. https://doi.org/10.29333/ejmste/105849

Chicago

Al Said, Ruba Samih, Xiangyun Du, Hadeel Abdelkarim H M ALKhatib, Michael Henry Romanowski, and Areej Isam Ibrahim Barham. "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 2019 15 no. 5 (2019): em1710. https://doi.org/10.29333/ejmste/105849

Harvard

Al Said, R. S., Du, X., ALKhatib, H. A. H. M., Romanowski, M. H., and 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, 15(5), em1710. https://doi.org/10.29333/ejmste/105849

MLA

Al Said, Ruba Samih et al. "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, 2019, em1710. https://doi.org/10.29333/ejmste/105849