Science Education Reform in Qatar: Progress and Challenges

This study explored math teachers' beliefs regarding their roles, practices and perceived change in implementing Problem-Based Learning in Qatar's primary government schools. Multiple sources of qualitative data were generated including metaphors, lesson plans and interviews with seventeen math teachers. Although teachers considered PBL as an effective method benefiting student learning and they demonstrated progress in changing their beliefs moving from subject to didactic dimension through PBL implementation, their practices remained partially aligned with their perceived belief changes. This discrepancy could be attributed to several encountered challenges, including teachers' insecurity and lack of confidence, difficulty in facilitating student collaboration, structural constraints, additional workload, and the lack of school and peer support. Results suggest the need for different types of "problems" and approaches such as more direct instruction, and higher feasibility in teachers' autonomy when implementing PBL in primary education.

Section: Discussionmentioning

confidence: 73%

Section: Current Studymentioning

confidence: 99%

Math Teachers’ Beliefs, Practices, and Belief Change in Implementing Problem Based Learning in Qatari Primary Governmental School

Said

Alkhatib

et al. 2019

“…For instance, as is pointed out by Berrebi, Martorell and Tanner (2009, p. 1), "the demand level for skilled and unskilled labor far outstrips that which Qatari nationals can provide." For many, not enough of Qatar's youth have access to quality STEM learning opportunities and too few students see STEM disciplines as springboards for their future careers (Rugh, 2002;Said, 2016, Said et al, 2016Weber, 2014aWeber, , 2014b. A significant contribution this study has for the existing body of scholarly knowledge consists in the relevance of its findings for educators and stakeholders in Qatar.…”

Section: Introductionmentioning

confidence: 97%

A Path Analysis of Student Interest in STEM, with Specific Reference to Qatari Students

Sellami

El-Kassem

Al-Qassass

et al. 2017

This study sought to explore the factors that help predict students' interest in Science, Technology, Engineering and Mathematics (STEM) in Qatar. Drawing on recent work in the field, the present paper examines the intersection of personal characteristics (gender and grade level) and contextual (teacher) variables, and their association with interest in STEM. The study involved a nation-wide survey of preparatory and secondary levels of education in Qatar implemented in 2015, and data from a sample of 660 preparatory (middle) and secondary (high) school students. Factor analysis extracted five valid dimensions and a path analytic model suggested that student interest in STEM is influenced by teachers, perceptions of homework assignments, self-confidence and intention to pursue further study. Gender and level of education were also identified as variables likely to affect student interest in a STEM field. The paper concludes with important recommendations for policy and suggestions for further study and research.

“…In Qatar's public schools, female students outperform their male counterparts in national and international tests (Mullis et al, 2016) despite their perceived lower interest in further studying science at tertiary education or pursuing a science related career (Said, 2016, Said et al, 2016 . In PISA 2015, Qatari students scored in the bottom one-quarter of the 70 systems assessed worldwide.…”

Section: Introductionmentioning

confidence: 99%

Teaching Style Differences between Male and Female Science Teachers in Qatari Schools: Possible Impact on Student Achievement

El-Emadi

Said

Friesen

2019

Self Cite

In Qatar's gender-segregated public schools, female students outperform male students in international science tests such as PISA and TIMMS. In contrast to the international trend for top performing countries, however, female students report lower levels of interest in science-based careers than males. One possible factor that may contribute to this discrepancy is the difference in teaching styles between female teachers and their male counterparts. In this paper we focus on results obtained from 105 classroom observations (39 males and 66 females) selected from 50 different public schools as part of two independent research projects to study the motivation factors and attitudes toward and interest in science among Qatari students. In addition, 40 semi-structured interviews of students, teachers and administrators were conducted. The observations were guided using an adopted Reformed Teaching Observation Protocol (RTOP) evaluation rubric consisting of 13 teaching traits which provides a standardized mean for detecting the degree to which science classroom instruction is reformed through a focus on Lesson Design, Content, Pedagogic Knowledge and classroom culture. Female teachers provided better delivery during theory classes, whereas male teachers demonstrated better performance in laboratory-based classes.