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Changing from a traditional approach to learning: teachers’ perceptions of introducing WebQuests into mathematics and science classrooms in Qatar

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Murphy, C ORCID: 0000-0001-5766-6821, Abu-Tineh, A, Calder, N and Mansour, N 2019 , 'Changing from a traditional approach to learning: teachers’ perceptions of introducing WebQuests into mathematics and science classrooms in Qatar' , Teachers and Curriculum, vol. 19, no. 1 , pp. 9-16 , doi: 10.15663/tandc.v19i1.333.

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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.

Item Type: Article
Authors/Creators:Murphy, C and Abu-Tineh, A and Calder, N and Mansour, N
Keywords: inquiry-based learning, teacher perspectives, professional development, STEM
Journal or Publication Title: Teachers and Curriculum
Publisher: Wilf Malcolm Institute of Educational Research, Division of Education, University of Waikato
ISSN: 2382-0349
DOI / ID Number: 10.15663/tandc.v19i1.333
Copyright Information:

Copyright 2019 The Authors. Licensed under Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) https://creativecommons.org/licenses/by-nc-sa/4.0/

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