Abstract
There is a need to investigate didactic strategies that can enhance engagement in science and mathematics education. This paper reports on the introduction of WebQuests, as part of collaborative inquiry, to enhance students’ engagement in their mathematics lessons in Qatar. We present interview data gathered from eight student focus groups (grades 5 to 9) before and after the introduction of WebQuest lessons. Constant comparative analysis was used to examine students’ reactions to using WebQuests in developing student-directed learning and collaboration in relation to support for learning. The analysis identified prospective reactions that were often confirmed retrospectively following the WebQuest lessons. These reactions were further analysed as external expressions of affect encoded by trait-like emotions that were similar to Goldin et al.’s (2011) notion of engagement structures. We suggest that the confirmation of reactions and emotions was influenced by students’ levels of tolerance for ambiguity as a common element across engagement structures.
Highlights
There is an international consensus that a knowledge-based innovative economy relies on a strong science education system in schools (Gluckman, 2011)
We present data from part of a larger intervention project that involved the evaluation of the effectiveness of a Professional Development (PD) programme based on the use of two didactic tools; WebQuests and exploratory talk
Students’ responses to questions related to their ability discuss and investigate ideas and to the use of inquiry to support their learning were coded in relation to three descriptive categories: student-directed learning (SD), collaboration (COL), and support for learning (SFL)
Summary
There is an international consensus that a knowledge-based innovative economy relies on a strong science education system in schools (Gluckman, 2011) In this regard, the Qatar Ministry of Education sees the promotion of science, technology, engineering, and mathematics (STEM) as key to education (Qatar National Research Strategy (QNRS), 2012). Mathematics teaching in Qatar follows the national curriculum standards established by the Curriculum Standards Office (CSO). Skills such as critical thinking, inquiry, and reasoning are emphasised, and the use of digital technology is promoted in mathematics. The persistence of more traditional practices may be due to ineffective models of professional development (PD) in Qatar (Palmer et al, 2016), and point towards the need for PD to include practical manageable classroom strategies
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