STEM Project-Based Learning and Teaching for Exceptional Learners

2013 ◽  
pp. 85-98
Author(s):  
Denise A. Soares ◽  
Kimberly J. Vannest
Keyword(s):  
Project Based Learning ◽  
Learning And Teaching ◽  
Exceptional Learners

scholarly journals Using Information Theory to Develop Modern Educational Methodologies

2020 ◽  
pp. 202-207
Author(s):  
J. C. Olabe ◽  
◽  
X. Basogain ◽  
M. A. Olabe
Keyword(s):  
Information Theory ◽  
Current Psychology ◽  
Multiple Intelligences ◽  
Student Motivation ◽  
Scientific Method ◽  
Educational Environment ◽  
Project Based Learning ◽  
Psychology Research ◽  
Computational Process ◽  
Learning And Teaching

The field of research in educational methodologies has been offering during the last decade a series of innovative and promising new initiatives. These initiatives have tried to apply to the educational environment the fruits of current psychology research. Ideas such as student motivation, gaming, multiple intelligences, project-based learning, flipping the classroom, makerspaces, and others, abound in the field of educational methodologies. These new initiatives are evaluated with traditional procedures grouped under the umbrella of the scientific method. This paper first discusses the limitations of these evaluations. Second, it describes learning and teaching as a computational process. Finally, it proposes the use of principles of Information Theory as the foundation for the design of modern educational methodologies.

scholarly journals Effective Strategies for Project-Based Learning of Practical Electronics

Electronics ◽  
2021 ◽  
Vol 10 (18) ◽  
pp. 2245
Author(s):  
Faisal Mohd-Yasin
Keyword(s):  
Undergraduate Students ◽  
Printed Circuit Board ◽  
Evaluation Criteria ◽  
Project Based Learning ◽  
Circuit Board ◽  
Learning And Teaching ◽  
Effective Strategies ◽  
The Past ◽  
Component Selection ◽  
Learning Institutions

Some universities offer specific project-based learning (PBL) courses in the third year of their electronic engineering degree to equip undergraduate students before they embark on industrial attachment and/or a capstone project. This course exposes those students to full design cycles at circuit and system levels. Students also pick up practical skills, such as component selection, circuit troubleshooting, printed circuit board design, and market analysis. This perspective offers the author’s reflections on effective learning and teaching strategies for this purpose, after running such a course for the past 10 years at Griffith University. In earlier years, students’ have complained about lack of direction and overloading, which are common issues being reported in PBL courses. In response, we have implemented scaffolding and balanced evaluation criteria for assessment, providing formative feedback, and we have designed integrated assessment items. As a result, average marks for the cohort and the percentage of students that receive the grade of high distinction have increased in the past five years. These strategies might be of help at other learning institutions that offer similar courses.

ICT and PB Learning Combined for the Advancement of Intercultural Education

2022 ◽  
pp. 81-102
Author(s):  
Sara Cerqueira Pascoal ◽  
Laura Tallone ◽  
Marco Furtado
Keyword(s):  
Cultural Heritage ◽  
Heritage Tourism ◽  
Cultural Tourism ◽  
Project Based Learning ◽  
Intercultural Education ◽  
Future Research ◽  
Learning And Teaching ◽  
Advantages And Disadvantages ◽  
Research Outcomes ◽  
Ongoing Project

This chapter intends to describe the case of the MIEC virtual exhibition as well as reflect upon the relevance of ICT, namely Google Arts and Culture, for the promotion of cultural heritage tourism. In this vein, the authors will first approach the issues of cultural tourism and ICT, exploring how virtual exhibitions and digitization have become an important tool to empower institutions and audiences. Secondly, the authors will present, discuss, and assess the project-based learning (PBL) activities, starting with the presentation of the platform, its advantages and disadvantages for learning and teaching. Then, the authors will analyze some of the results obtained from a pedagogical perspective by scrutinizing students' surveys and opinions. These results will also report on the research outcomes of the project, and an accountability of its marketing purposes will be proposed. The chapter will finally put forward the limitations of this ongoing project and intended future research, suggesting how similar projects can be implemented, managed, and assessed.

scholarly journals Commentary: How New Research on Learning Is Re-writing How Schools Work and Teachers Teach

2011 ◽  
Vol 5 (1) ◽  
pp. 19-26 ◽  
Author(s):  
Renate N. Caine ◽  
Geoffrey Caine
Keyword(s):  
Cognitive Psychology ◽  
Human Brain ◽  
Student Behavior ◽  
Project Based Learning ◽  
Learning And Teaching ◽  
New Challenges ◽  
New Research

The article introduces the notion of a "meme." A meme is an idea, behavior, or style that spreads from person to person within a culture. In education it acts as a powerful assumption, guiding what is meant by learning and teaching and determines that teaching should include a textbook, teacher-directed lessons, control of student behavior, and testing as proof of "learning." The article explores new challenges to this meme coming from current research emerging out of biology, cognitive psychology, and neuroscience. It suggests that a form of project-based learning is more compatible with how the human brain was designed to make sense of experience.

scholarly journals Shaping Teachers' Perceptions of their role in the Digital age Through Participation in an Online PBL-based Course

2021 ◽  
Vol 19 (3) ◽  
pp. pp186-198
Author(s):  
Orit Avidov-Ungar ◽  
Dina Tsybulsky
Keyword(s):  
Teaching Practice ◽  
Learning Experience ◽  
Learning Experiences ◽  
Digital Age ◽  
Project Based Learning ◽  
Online Course ◽  
Role Perception ◽  
Teachers Perceptions ◽  
Learning And Teaching ◽  
Practical Implications

Our research traced significant learning experiences of teachers enrolled in a Master's degree program in teacher education, in an attempt to understand how participation in an online course that employs the project-based learning (PBL) approach influenced their perceptions of the teachers' role in the digital age. Data was collected from 2014 to 2016 using: (a) a questionnaire gathering learners' personal and demographic details (n = 55) and (b) reflective reports on the learners' learning experiences in the course (n = 105). Content analysis of the data revealed that participants considered personal, pedagogic, and social aspects important in terms of the learning experience and this also informed their role perception as teachers in the digital age. Similarly, exposure to the PBL approach via an online framework directly influenced participants' learning experiences and role perception. The findings indicate that teachers should be given access to a learning experience combining online learning and teaching practice to allow them to form their role perception as digital-age teachers. Practical implications of the research relate to teachers' socialization in the digital age.

scholarly journals A Study of Two Stage Cascade Refrigeration

2017 ◽  
Vol 4 (2) ◽  
pp. 290
Author(s):  
Mingli He
Keyword(s):  
Learning Process ◽  
Project Based Learning ◽  
Just In Time ◽  
Residential Home ◽  
Refrigeration System ◽  
Learning And Teaching ◽  
Academic Units ◽  
Elective Course ◽  
Cascade Refrigeration System ◽  
Cascade Refrigeration

<em>This paper reports the feasibility study of building a cascade refrigeration system using commercially available “off the shelf” components. The unit is to be used by a residential home or a small business with common and less expensive refrigerants and components. The research was carried out as an undergraduate project. Topics involving advanced refrigeration system is an elective course at MSU Denver. Students who participated in this project have not taken such course yet. Just in time teaching in special topics enabled the students to study the cascade refrigeration system, refrigerants behavior and natural gas behavior in order to design and build the system. As project based learning and teaching have been recognized and adopted by more and more academic units, the presented project demonstrates that complex systems can be taught, learned, and built through a project based learning process.</em>

Embedding and assessing project based statistics

2019 ◽  
Vol 17 (2) ◽  
pp. 75
Author(s):  
Ellen Marshall
Keyword(s):  
Teaching Style ◽  
Real Life ◽  
Approaches To Learning ◽  
Project Based Learning ◽  
First Year ◽  
Group Project ◽  
Learning And Teaching ◽  
Educational Literature ◽  
Passive Absorption ◽  
Effective Decision Making

Traditional approaches to learning and teaching in statistics often involves the passive absorption of information through lectures, a focus on mathematical theory and assessments which test mastery of procedures.  This often results in students struggling to apply their statistics knowledge in practical and authentic contexts particularly within final year projects and in the workplace. For some time, statistics educational literature has recommended shifting the focus of teaching and assessment from theory to statistical problem solving, application based statistics using real-life scenarios, and effective communication of statistics. This research has led to the production of guidelines for statistics educators from the American Statistical Association.This paper discusses how educational literature and guidelines have been used to implement changes in the teaching of a first year probability and statistics module for mathematics undergraduates at Sheffield Hallam University.  Changing to project based learning with a focus on active learning, effective decision making and communication enabled students to successfully undertake an open group project by the end of their first year.  In addition, attendance, engagement and understanding were noticeably improved.  The rationale, challenges and benefits to changing the focus of the course and also the teaching style are discussed.

scholarly journals INNOVATION IN A CAPSTONE COURSE IN YOUTH WORK

2020 ◽  
Vol 11 (3) ◽  
pp. 146-166
Author(s):  
Stéphanie Hovington ◽  
Natasha Blanchet-Cohen ◽  
Varda R. Mann-Feder
Keyword(s):  
Situated Learning ◽  
Teaching And Learning ◽  
Course Evaluation ◽  
Project Based Learning ◽  
Youth Work ◽  
Capstone Course ◽  
Learning And Teaching ◽  
Capstone Courses ◽  
Practicum Experiences ◽  
Therapeutic Activities

Capstone courses often focus on applied learning, typically practicum experiences such as internships. However, students do not always benefit as much as they could from their internships because teaching and learning resources are not used optimally. This paper explores the use of project-based learning in a capstone course of the Graduate Diploma in Youth Work program at Concordia University that includes an in-class seminar and an internship in a human services agency. Using the principles of context authenticity and cognitive apprenticeship from the Authentic Situated Learning and Teaching (ASLT) framework, we examine the experiences of two cohorts of interns (24 students in all). An analysis of their final papers and participation in a focus group, as well as the results of the university’s course evaluation, suggests that the ASLT framework contributes to the transfer of learning in a professional setting. Furthermore, the use of the psychoeducative model to structure active pedagogies in a youth work capstone course provides a means for planning therapeutic activities and organizing intervention programs that help develop competencies to work in diverse settings.

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