Problem based learning in the algerian secondary school textbooks "at the crossroads"

dc.contributor.author	Bourennane, Rahma
dc.contributor.author	Ferhaoui, Rahma
dc.contributor.author	Bader, Faiza
dc.date.accessioned	2021-11-08T09:11:40Z
dc.date.available	2021-11-08T09:11:40Z
dc.date.issued	2021
dc.description.abstract	Textbooks are chief tools in EFL classes; they influence what teachers teach and how learners learn. The importance attributed to those textbooks renders their selection an important act and their evaluation even more of an important concern. Textbook evaluation makes the foreground for improvement in the EFL teaching/ learning context. The present research attempts to investigate the reflection of Problem-based Learning (PBL) in the Algerian third year secondary school suggested projects (scientific stream). In this study it is hypothesized that PBL is not reflected in the secondary school projects. Qualitative data are compiled via a self-constructed checklist used to verify the validity of the stated hypothesis. Findings refuted the aforementioned hypothesis, and proved that PBL is reflected in the Algerian third year scientific stream projects	ar
dc.identifier.uri	http://hdl.handle.net/123456789/11798
dc.language.iso	en	ar
dc.publisher	Larbi Ben M’hidi University-Oum El Bouaghi	ar
dc.subject	Textbook	ar
dc.subject	PBL	ar
dc.subject	Project work	ar
dc.subject	PBL implementation	ar
dc.title	Problem based learning in the algerian secondary school textbooks "at the crossroads"	ar
dc.title.alternative	case study 3 AS textbook (scientific streams projeet work)	ar
dc.type	Other	ar

Now showing 1 - 2 of 2

Now showing 1 - 1 of 1