Table 2 Summary of the difference between the trained and untrained teachers’ qualitative results.
Action | Trained teacher | Untrained teacher |
|---|---|---|
Understanding the problem before allowing students to carry on to the solution | Gave more time for students to understand the problem before allowing them to carry on to the solution. | Gave less time for students to understand the problem before allowing them to carry on to the solution. |
Using meta-cognitive strategies | Facilitated students’ learning processes via PBL by using more meta-cognitive strategies. As a result, students gradually depended on their own selves to solve the problem. | Explained difficulties and led students to solve the problem by explain similar examples. As a result, students frequently depended on their teacher and asked him to give them an example of how to solve the problem. |
