Work-in-progress: Engineering and project-based learning as the focus of technology education in Colombian high schools

2014 ◽  
Author(s):  
Nicolas F. Gutierrez ◽  
Marco A. Calvo ◽  
Jhon J. Ramirez ◽  
Fredy A. Olarte
Keyword(s):  
High Schools ◽  
Technology Education ◽  
Project Based Learning ◽  
Work In Progress

scholarly journals Towards a signature pedagogy for design and technology education: a literature review

2021 ◽  
Author(s):  
Matt McLain
Keyword(s):  
Technology Education ◽  
Professional Education ◽  
Design Education ◽  
Design Thinking ◽  
Deep Structure ◽  
Project Based Learning ◽  
Design And Technology ◽  
Environment Design ◽  
Design And Technology Education ◽  
Signature Pedagogy

AbstractDrawing on the work of Lee Shulman, this article reviews literature exploring the concept of signature pedagogies, which are described as having have surface, deep and implicit structures. These structures are complex and changing; concerned with habits of head, hand and heart. Emerging from professional education and now being explored in STEM and Humanities education, they are characteristic forms of teaching and learning that are common across a sector. Common themes emerge from within a range of disciplines including art, built environment, design, music, religious, social work and teacher education. These include the roles of the curriculum, the teacher, the learning environment, as well as capability, uncertainty and the challenges associated with signature pedagogies. Focusing on literature from design education, the paper explores the nature of signature pedagogy in design and technology, as a tool for professional discourse. The conclusions propose a discursive framework for design and technology education in which the structures are tied together by the three fundamental activities of ideating, realising and critiquing; more commonly thought of as designing, making and evaluating. The deep structure being project-based learning, undergirded by the implicit values and attitudes associated with design thinking; including collaboration, creativity, empathy, iteration and problem solving. Design and technology education has something unique to offer the broad and balanced curriculum through its signature pedagogies and the way that knowledge is experienced by learners.

scholarly journals Persepsi Guru terhadap Pembelajaran Berbasis Proyek di Sekolah Menengah Kejuruan

2021 ◽  
Vol 21 (2) ◽  
pp. 1-11
Author(s):  
Ratih Apri Sari ◽  
Bachrudin Musthafa ◽  
Fazri Nur Yusuf
Keyword(s):  
High School ◽  
High Schools ◽  
Learning Process ◽  
Teaching And Learning ◽  
Structured Interview ◽  
Project Based Learning ◽  
Vocational High School ◽  
Learning Models ◽  
High School English ◽  
Model Project

AbstrakPembelajaran berbasis proyek merupakan salah satu model pembelajaran yang direkomendasikan untuk digunakan dalam pembelajaran menurut kurikulum 2013. Pelaksanaan proses pembelajaran di Sekolah Menengah Kejuruan (SMK) memiliki karakteristik yang berbeda dengan pelaksanaan pembelajaran di Sekolah Menengah Atas (SMA). Guru SMK harus mampu mengembangkan model pembelajaran yang dapat menghasilkan aspek keterampilan kerja. Salah satu masalah paling kritis dalam proses belajar mengajar Bahasa Inggris di Sekolah Menengah Kejuruan adalah keengganan dan kreativitas guru yang kurang untuk menemukan cara agar pembelajaran lebih kreatif dan menyenangkan. Untuk mengetahui sejauh mana pemahaman siswa tentang suatu materi yang telah diajarkan dalam proses belajar mengajar, guru harus memberikan tugas kepada siswa. Penugasan dapat dilakukan dengan model Pembelajaran Berbasis Proyek (PjBL). Tujuan dari penelitian ini adalah untuk mengetahui bagaimana persepsi guru tentang pembelajaran berbasis proyek. Penelitian ini dilakukan dalam desain deskriptif kualitatif yang melibatkan tiga guru Bahasa Inggris SMK di Kabupaten Indragiri Hilir, Provinsi Riau sebagai responden. Penelitian ini menggunakan wawancara semi terstruktur sebagai instrumen pengumpulan data. Hasil analisis menunjukkan bahwa guru memiliki persepsi positif terhadap pembelajaran berbasis proyek. Dapat ditarik kesimpulan bahwa pembelajaran berbasis proyek perlu dilakukan oleh guru di kelas Bahasa Inggris sebagai salah satu model dalam proses belajar mengajar karena berfokus pada siswa.Kata Kunci: Pembelajaran Berbasis Proyek, Persepsi Guru, dan Sekolah Menengah Kejuruan. AbstractProject-based learning is one of the recommended learning models to be used in learning according to the 2013 curriculum. The implementation of the learning process in Vocational High Schools have different characteristics from the implementation of learning in Senior High Schools. Vocational high school teachers must be able to develop learning models that can produce aspects of work skills. One of the most critical problems in teaching and learning English at Vocational High School is teachers’ unwillingness and less creativity to find ways to make learning more creative and fun. To find out what extent students understand about the material that has been taught in the teaching and learning process, the teachers must give assignments to the students. The assignments can be done with the model Project-Based Learning. The aim of this study was to investigate how teachers’ perception about project-based learning. This research conducted in descriptive qualitative design which involved three vocational high school English teachers in Indragiri Hilir Regency, Riau Province as respondents. This research used semi-structured interview as an instrument to collect the data. The result of the analysis showed that teachers have positive perception toward project-based learning. The conclusion can be drawn that project-based learning was needed to do by the teachers in EFL classroom as one of the models in teaching and learning process because its focus on student-centered.Keywords: Project-Based Learning, Teachers’ Perception, and Vocational High School.How to cite (APA Style): Sari, R., Musthafa,B., Yusuf, F.N. (2021).  Persepsi Guru terhadap Pembelajaran Berbasis Proyek di Sekolah Menengah Kejuruan.  Jurnal Penelitian Pendidikan, 21 (2), 2021. 1-11. doi: https://10.17509/jpp.v21i2.36972

scholarly journals Integrating Project Based Learning into Woodwork Technology Education in Nigerian Tertiary Institutions

2019 ◽  
Vol 4 (3) ◽  
pp. 59-61
Author(s):  
Muhammad Umar Isa ◽  
Yusri Bin Kamin ◽  
Yusri Bin Kamin
Keyword(s):  
Data Collection ◽  
Technology Education ◽  
Quantitative Data ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Project Based Learning ◽  
Vocational Education And Training ◽  
Quantitative Aspect ◽  
Tertiary Institutions ◽  
Effective Strategies

Project based learning (PoBL) is a constructivism learning approach that focuses around student centred learning. PoBL has been found to be effective in different tertiary institutions of learning across the globe. However, in spite the effectiveness of PoBL, it has not been adopted in Nigerian tertiary institutions. Therefore, the purpose of this study is to investigate the effective strategies for integrating PoBL in teaching and learning Woodwork Technology Education (WTE) at tertiary institutions in Nigeria. Three research questions were posed in this study. A mixed method approach involving both quantitative and qualitative method was employed for the study. The sample of the study comprised 50 in-service postgraduate students from Nigerian tertiary institutions studying Technical Vocational Education and Training (TVET) in Universiti Teknologi Malaysia for the quantitative aspect, and 9 in-service post graduate students for the qualitative part. A 16-item structured questionnaire was used for quantitative data collection while semi structured interview was used for qualitative data collection. Data was analyse using the SPSS software version 24 to analyse quantitative data and NVIVO 12 was used for qualitative data analysis. The findings of the study revealed that traditional instructional approach is the predominant method used in teaching and learning WTE at tertiary institutions in Nigeria. It was also revealed from the findings that PoBL encourage student ownership of learning, enhances students critical thinking, effective collaboration and communication. The findings from the study also revealed that restructuring of WTE curriculum at tertiary institutions in Nigeria to focus on a learner centred approach, as well as organising seminars and workshops for WTE lecturers to be acquainted with the application of PoBL in WTE teaching and learning were among the effective strategies for integrating PoBL in teaching and learning WTE at tertiary institutions in Nigeria. Finally, this paper calls for the integration of PoBL into the teaching and learning of WTE at Universities, Polytechnics and Colleges of education in Nigeria for effectiveness in skills acquisition.

scholarly journals The Relationship Between Project-Based Learning and Rigor in STEM-Focused High Schools

2017 ◽  
Vol 11 (1) ◽  
Author(s):  
Julie Edmunds ◽  
Nina Arshavsky ◽  
Elizabeth Glennie ◽  
Karen Charles ◽  
Olivia Rice
Keyword(s):  
High Schools ◽  
Project Based Learning ◽  
The Relationship

scholarly journals PBL Teaching Method through Cooperative Learning

2017 ◽  
Vol 3 (1) ◽  
pp. 53
Author(s):  
Eduardo Dopico ◽  
Dolores Pevida
Keyword(s):  
High Schools ◽  
Cooperative Learning ◽  
Secondary School ◽  
Secondary School Students ◽  
Secondary School Teachers ◽  
Teaching Method ◽  
Knowledge Society ◽  
Project Based Learning ◽  
School Teachers ◽  
School Students

The challenges proposed by the knowledge society requires a change of mentality and routines of our students. Consequently, a shift is also needed in the role played by teachers in their education. 34 secondary school teachers from three Spanish high schools, from Ceuta, Madrid and Asturias, working as part of a network, began to introduce project-based learning (PBL) and cooperative learning to facilitate this change. We analyze the correlations between the beliefs and the attitudes of teachers when they were initiating a methodological transition in their patterns of teaching. At the same time, we compare the competencies and strategies related with PBL that 372 secondary school students from these high schools consider being personally important with those who they believe necessary to improve their learning or to be successful with academic requirements.

Sign in / Sign up

Export Citation Format

Share Document