scholarly journals Implementing dialogic inquiry in Qatari mathematics and science classrooms: Challenges and provocations

2018 ◽  
Vol 18 (1) ◽  
Author(s):  
Carol Murphy ◽  
Abdullah Abu-Tineh ◽  
Nigel Calder ◽  
Nasser Mansour
Keyword(s):  
Science Classrooms ◽  
Dialogic Inquiry ◽  
Mathematics And Science

Theory and Research on Tasks Revisited: Task as a Context for Students’ Thinking in the Era of Ambitious Reforms in Mathematics and Science

2020 ◽  
Vol 49 (8) ◽  
pp. 606-617
Author(s):  
Miray Tekkumru-Kisa ◽  
Mary Kay Stein ◽  
Walter Doyle
Keyword(s):  
Teaching And Learning ◽  
Future Research ◽  
Quality Teaching ◽  
High Quality ◽  
Science Classrooms ◽  
Opportunities For Learning ◽  
Mathematics And Science

Informed by decades of research and standards-based policies, there has been a growing demand for high-quality teaching and learning in mathematics and science classrooms. Achieving these ambitious goals will not be easy; students’ opportunities for learning as shaped by the tasks they are assigned will matter the most. The purpose of this article is to revisit theory and research on tasks, a construct introduced by Walter Doyle nearly 40 years ago. The authors discuss how this construct has been used and expanded in research since then, argue for its applicability to contemporary challenges facing schools and classrooms today, and provide suggestions for future research.

Effectiveness of Technology in Precollege Mathematics and Science Teaching

1983 ◽  
Vol 12 (2) ◽  
pp. 137-158 ◽  
Author(s):  
James A. Kulik ◽  
Robert L. Bangert-Drowns
Keyword(s):  
Student Achievement ◽  
Student Attitudes ◽  
Teaching And Learning ◽  
Individualized Instruction ◽  
Programmed Instruction ◽  
Science Classrooms ◽  
Computer Based Instruction ◽  
Computer Based ◽  
Based Instruction ◽  
Mathematics And Science

The first major applications of scientific technology to education were made by psychologist B. F. Skinner three decades ago. In the years since, the emphasis in instructional technology has shifted from programmed instruction to individualized systems of teaching to computer-based instruction. These three approaches show different degrees of promise as aids in precollege mathematics and science classrooms. Programmed instruction and individualized instruction have had only limited success in raising student achievement or improving student attitudes in precollege education. Computer-based instruction, on the other hand, has raised student achievement significantly in numerous studies, dramatically affected the amount of time needed for teaching and learning, and greatly altered student attitudes toward the computer.

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

2019 ◽  
Vol 19 (1) ◽  
pp. 9-16
Author(s):  
Carol Murphy ◽  
Abdullah Abu-Tineh ◽  
Nigel Calder ◽  
Nasser Mansour
Keyword(s):  
Traditional Approach ◽  
Stress Factors ◽  
Science Classrooms ◽  
Approach To Learning ◽  
Teachers Perceptions ◽  
Classroom Behaviour ◽  
Oriented Approach ◽  
Mathematics And Science

Several studies have identified stress factors that teachers might experience in changing from a traditional approach to a more student-centred IBL approach. In this study, we report on teachers’ perceptions following 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 of the 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.

scholarly journals Incorporating Indigenous Students’ Cultural Knowledge More Productively in Mathematics and Science Classrooms: One Focus for Pre-Service Teacher Education Research and Practice

2016 ◽  
Vol 13 (1) ◽  
Author(s):  
Philemon Chigeza ◽  
Hilary Whitehouse
Keyword(s):  
Teacher Education ◽  
Torres Strait Islander ◽  
Meaning Making ◽  
Cultural Knowledge ◽  
Professional Standards ◽  
Science Classrooms ◽  
Indigenous Students ◽  
Torres Strait ◽  
The Impact ◽  
Mathematics And Science

There is widespread agreement that Indigenous students’ cultural knowledge is desirably incorporated into curriculum and pedagogical practice. Classroom research shows Aboriginal and Torres Strait Islander learners can use the cognitive tools of their cultural community to engage with school science. We looked towards our own practice as teacher educators to investigate the question: how can pre-service teachers explore how Indigenous cultural knowledge can be used more productively in mathematics and science classrooms? Teachers across Australia are now regulated by the National Professional Standards for Teachers (NPST). Teacher education is now regulated by the National Graduate Teacher Standards (AITSL 2011). Standard 1.4 requires that graduating teachers are able to “demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds”. Standard 2.4 requires that graduating teachers “demonstrate broad knowledge and understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages”. In this paper we present an account of our present understanding of capacity building practises, which are those pedagogies that draw on Indigenous students’ cultural resources: cultural disposition, community knowledge and cultural capital. A key purpose of the presentation is to emphasise the socially negotiated, cultural and embedded nature of meaning-making in science education and how this can be made more apparent given the current focus on implementing the National Professional Standards for Teachers and the new Australian Curriculum.

scholarly journals Teachers' experience of the introduction of student-centered pedagogies that promote lifelong learning and enthusiasm for chemistry and science

2015 ◽  
Vol 3 (3) ◽  
pp. 285-303
Author(s):  
Josette Farrugia
Keyword(s):  
Traditional Teaching ◽  
Personal Beliefs ◽  
Science Classrooms ◽  
Student Centered ◽  
Inquiry Based Learning ◽  
Reflective Journals ◽  
Beliefs And Attitudes ◽  
Mathematics And Science ◽  
The Eu

This paper looks at the first steps taken by a group of Maltese teachers participating in the EU funded FP7 project aimed at promoting inquiry-based learning (IBL) in Mathematics and Science classrooms across Europe, PRIMAS, by providing long-term professional development (PD) to teachers during the introduction and implementation of IBL in an examination-oriented culture. Data were obtained through teachers’ reflective journals and interviews. Difficulties encountered and ways of overcoming challenges are presented. The main difficulties encountered may be classified as systemic difficulties; barriers due to teachers’ personal beliefs and attitudes; and student-related difficulties. Peer support, support of school authorities, and long-term continued PD are needed to help teachers move away from traditional teaching and implement IBL strategies.

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