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Elementary school teachers’ attitudes towards project-based learning in China

Author

Listed:
  • Zhiling Cai

    (Wenzhou University)

  • Jinxing Zhu

    (Wenzhou University)

  • Yu Yu

    (Wenzhou University)

  • Saiqi Tian

    (Wenzhou University)

Abstract

This study analyzed the Chinese elementary school teachers’ attitudes toward project-based learning (PBL) and identified factors that may influence elementary school teachers’ attitudes. The analysis was based on a questionnaire survey of 257 elementary school teachers and interviews with 10 elementary school teachers in China. Results showed that Chinese elementary school teachers generally had positive attitudes towards PBL, but their attitudes differed based on their educational level, years of teaching, and subjects taught. Results of the regression analysis found that training, social support, resources, and availability of time all positively influenced teachers’ attitudes toward PBL. Finally, the interview data were analyzed to understand teachers’ perceptions of how they could be helped to use PBL in teaching.

Suggested Citation

  • Zhiling Cai & Jinxing Zhu & Yu Yu & Saiqi Tian, 2023. "Elementary school teachers’ attitudes towards project-based learning in China," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-11, December.
    • Handle: RePEc:pal:palcom:v:10:y:2023:i:1:d:10.1057_s41599-023-02206-8
    DOI: 10.1057/s41599-023-02206-8
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    References listed on IDEAS

    as
    1. Mohammed Abdullatif Almulla, 2020. "The Effectiveness of the Project-Based Learning (PBL) Approach as a Way to Engage Students in Learning," SAGE Open, , vol. 10(3), pages 21582440209, July.
    2. Chi-Cheng Chang & Chin-Guo Kuo & Yu-Hsuan Chang, 2018. "An Assessment Tool Predicts Learning Effectiveness for Project-Based Learning in Enhancing Education of Sustainability," Sustainability, MDPI, vol. 10(10), pages 1-15, October.
    Full references (including those not matched with items on IDEAS)

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