Investigating Teacher Pedagogical Changes When Implementing Problem-Based Learning in a Year 5 Mathematics Classroom in Taiwan
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.
KeywordsProblem-based learning (PBL) Primary teachers Pedagogical changes Taiwan
- Ball, D. L., Lubienski, S., & Mewborn, D. (2001). Research on teaching mathematics: The unsolved problem of teachers’ mathematical knowledge. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 433–456). New York: Macmillan.Google Scholar
- Barrows, H. S., & Myers, A. C. (1993). Problem-based learning in secondary schools. Springfield: Problem-Based Learning Institute, Lanipher High School, and Southern Illinois Medical School.Google Scholar
- Barrows, H. S., & Tamblyn, R. M. (1980). Problem-based learning: An approach to medical education. New York: Springer.Google Scholar
- Bridges, S., Botelho, M., Green, J., & Chau, A. M. (2012). Multimodality in problem-based learning (PBL): An interactional ethnography. In S. Bridges, C. McGrath, & T. L. Whitehill (Eds.), Problem-based learning in clinical education (Vol. 8, pp. 99–120). The Netherlands: Springer.CrossRefGoogle Scholar
- Brophy, J. E. (2010). Motivating students to learn. New York: Taylor & Francis.Google Scholar
- Clark, A. (2006). Changing classroom practice to include the project approach. Early Childhood Research and Practice, 8(2). http://ecrp.uiuc.edu/v8n2/clark.html.
- Creswell, J. W. (2012). Qualitative enquiry and research design: choosing among five approaches (3rd ed.). Thousand Oaks: Sage.Google Scholar
- Jacobs, V. R., Lamb, L. L. C., & Philipp, R. A. (2010). Professional noticing of children’s mathematical thinking. Journal for Research in Mathematics Education, 41, 169–202.Google Scholar
- Li, H.-C. & Stylianides, A. J. (2018). An examination of the roles of the teacher and students during a problem-based learning intervention: Lessons learned from a study in a Taiwanese primary mathematics classroom. Interactive Learning Environments, 26(1), 106–117.Google Scholar
- Yin, R. K. (2017). Case study research and applications (6th ed.). Thousand Oaks: Sage.Google Scholar