Analysing Teachers' Perception of the Try-Understand-Apply-Mastered Discovery Learning Processes in Vanuatu Using the Constructivist Grounded Theory Approach

Autor/inn/en	Sawah, Kency Obed; Kusaka, Satoshi
Titel	Analysing Teachers' Perception of the Try-Understand-Apply-Mastered Discovery Learning Processes in Vanuatu Using the Constructivist Grounded Theory Approach
Quelle	In: International Journal of Educational Methodology, 9 (2023) 1, S.123-138 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Sawah, Kency Obed) ORCID (Kusaka, Satoshi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Mastery Learning; Discovery Learning; Teacher Attitudes; Teaching Methods; Learning Processes; Grounded Theory; Constructivism (Learning); Foreign Countries; Achievement Tests; Literacy; Numeracy; Mathematics Achievement; Mathematics Education; Educational Improvement; Urban Schools; Educational Strategies; Thinking Skills; 21st Century Skills; Pedagogical Content Knowledge; Vanuatu + Suchen Sie Ihr Suchwort? Entdeckendes Lernen; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematische Bildung; Teaching improvement; Unterrichtsentwicklung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrstrategie; Denkfähigkeit; Pädagogische Kompetenz
Abstract	Internal and external assessment instruments, such as the Vanuatu Standard Test of Achievements (VANSTA) and the Pacific Island Literacy and Numeracy Assessment (PILNA), reveal that mathematics achievements in the Republic of Vanuatu remain below the minimum standard. This study drew on the constructivist grounded theory approach to explore teachers' perspectives of the learning and teaching processes in mathematics education in the Republic of Vanuatu. Specifically, the focus was on the 'I do-we do-you do' approach of teaching, which is common in mathematics education in the country. Teachers' opinions about the current situation of mathematics education and possibilities for improving it were extracted using semi-structured interviews with 22 teachers from two randomly selected urban schools. Based on the constructivist grounded theory analysis, four major interlink themes were found. Overall, the findings show that mathematics achievements in the country can be improved through proven discovery-learning strategies for stimulating students' mathematical thinking in the 21st century, such as the 'try-understand-apply-mastered' (TUAM) discovery learning process. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@ijem.com; Web site: https://www.ijem.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01