Investigating Teacher Pedagogical Changes When Implementing Problem-Based Learning in a Year 5 Mathematics Classroom in Taiwan

Hui Chuan Li, Tsung-Lung Tsai

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

Over the recent decades, much empirical evidence has shown the benefits of problem-based learning (PBL) over traditional teacher-centred pedagogy. However, research on problem-based learning (PBL) has focused more on students’ learning outcomes and less on what it might take for teachers to implement it, especially in primary school and in education systems such as Taiwan, where its principles deviate from customary practice. Issues concerning how PBL, which initially derived from the adult medical education field, can be applied to primary education, remain poorly understood. This study examines what was involved for a teacher while she implemented a 1-year PBL intervention in a year 5 (ages 10–11) mathematics classroom in Taiwan. On the basis of the evidence in this paper, we provide a realistic account of the teacher’s pedagogical practice and how she changed, or further developed her pedagogies in order to adapt to PBL. The findings from our study brought important messages for teachers and educators when implementing PBL at primary education level. With a focus on the teacher’s pedagogical changes, implications for primary teachers when implementing PBL are discussed.

Original languageEnglish
Pages (from-to)355-364
Number of pages10
JournalAsia-Pacific Education Researcher
Volume27
Issue number5
DOIs
Publication statusPublished - 2018 Oct 1

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Taiwan
mathematics
classroom
teacher
learning
primary education
education system
evidence
primary school
educator
education
student

All Science Journal Classification (ASJC) codes

  • Education

Cite this

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