The Historical Development of Project-Based Learning in Science Education in Germany

Computer science is a fast-growing field in today’s digitized age, and working in this industry often requires creativity and innovative thought. An issue within computer science education, however, is that large introductory programming courses often involve little opportunity for creative thinking within coursework. The undergraduate introductory programming course (CS1) is notorious for its poor student performance and retention rates across multiple institutions. Integrating opportunities for creative thinking may help combat this issue by adding a personal touch to course content, which could allow beginner CS students to better relate to the abstract world of programming. Research on the role of creativity in computer science education (CSE) is an interesting area with a lot of room for exploration due to the complexity of the phenomenon of creativity as well as the CSE research field being fairly new compared to some other education fields where this topic has been more closely explored. To contribute to this area of research, this article provides a literature review exploring the concept of creativity as relevant to computer science education and CS1 in particular. Based on the review of the literature, we conclude creativity is an essential component to computer science, and the type of creativity that computer science requires is in fact, a teachable skill through the use of various tools and strategies. These strategies include the integration of open-ended assignments, large collaborative projects, learning by teaching, multimedia projects, small creative computational exercises, game development projects, digitally produced art, robotics, digital story-telling, music manipulation, and project-based learning. Research on each of these strategies and their effects on student experiences within CS1 is discussed in this review. Last, six main components of creativity-enhancing activities are identified based on the studies about incorporating creativity into CS1. These components are as follows: Collaboration, Relevance, Autonomy, Ownership, Hands-On Learning, and Visual Feedback. The purpose of this article is to contribute to computer science educators’ understanding of how creativity is best understood in the context of computer science education and explore practical applications of creativity theory in CS1 classrooms. This is an important collection of information for restructuring aspects of future introductory programming courses in creative, innovative ways that benefit student learning.

Download Full-text

Emotional Performance of a Low-Cost Eco-Friendly PBL Methodology for Science Education. Approach in Prospective Teachers

10.20944/preprints202103.0010.v1 ◽

2021 ◽

Author(s):

Míriam Andrea Hernández-Barco ◽

Jesús Sánchez-Martín ◽

Florentina Cañada-Cañada ◽

Isaac Corbacho-Cuello

Keyword(s):

Higher Education ◽

Science Education ◽

Prospective Teachers ◽

Low Cost ◽

Bologna Process ◽

Project Based Learning ◽

Science Field ◽

Cognitive Improvement ◽

Emotional Dimension ◽

Scientific Subject

The emotional dimension in education has become increasingly important in recent decades. Enhancing the emotional dimension of prospective teachers in science subjects is higher education stuff responsibility. The implementation of active methodologies could modify the traditional student-teacher roles that are encouraged by the educational policies implemented in the Bologna Process. The principal aim of this work is to describe a Project Based Learning methodology and to introduce it as potential resource for the emotional and cognitive improvement of 19 prospective primary teachers enrolled in a scientific subject. This is a qualitative study with a transversal sustainability approach in the context of a research line focused on Higher Education for Sustainable Development. A questionnaire was designed and filled by the students at two different times, before and after implementation of the activity. The initial feedback from students was surprisingly enthusiastic by the fact that they were working with rockets, despite of this is not a common emotion in the science field. The results show the emotional improvement of prospective teachers after the implementation. It is concluded that a correct science education is necessary during the training of teachers taking into account their emotional dimension and the social repercussion due to the future transmission.

Download Full-text

Enhancing Materials Research Through Innovative 3D Environments and Interactive Manuals for Data Visualization and Analysis

MRS Proceedings ◽

10.1557/opl.2012.1257 ◽

2012 ◽

Vol 1472 ◽

Cited By ~ 4

Author(s):

Claudia Flores ◽

Teenie Matlock ◽

Lilian P. Dávila

Keyword(s):

Science Education ◽

Cognitive Science ◽

Materials Science ◽

3D Visualization ◽

Project Based Learning ◽

Three Dimensions ◽

Complete Control ◽

Visualization System ◽

Materials Research ◽

Immersive Environment

ABSTRACTSpatial intelligence plays an important role in the success of nanoscience students specific to their visual ability to perceive structures in three dimensions. The NSF-funded IDEAS project makes use of a unique interactive 3D visualization system, based on immersive environment technology, for research and learning in Materials Science and Engineering (MSE) at UC Merced. In order to determine the effectiveness of the immersive system on nanoscience learning, a pilot project was conducted with undergraduate students, which showed the success of immersive systems in the science learning process. Overall, the immersive environment provided complete control in the construction and analysis of carbon-based nanostructure models. Results also showed the 3D visualization system benefited students with low spatial abilities. To facilitate a better understanding of the structure and properties of nanostructures, the IDEAS project has recently been expanded to allow accelerated simulations for materials research. It is important to integrate these new applications into undergraduate level courses in order to strengthen materials science education, recruit and retain future students, and to adapt modern technologies for future materials science educators. The expansion of the IDEAS project relies on the flexibility of this system to serve as a research tool as well as an innovative resource for science education. To adapt the 3D visualization and computing system and help engage students early in engineering research, our research group gathered practical technical documentation geared towards education of science users, based on both Cognitive Science and MSE Education (MSE-Ed) research. The work presented here involves developing educational resources through the design of audio-visual manuals for effective nanoscience learning. The manuals are being created using commercial software to produce interactive electronic books (ebooks). During the planning of the audio-visual manuals, we discovered that it is imperative to provide adequate educational tools as well as efficient guiding principles for the large number of visual, inductive, and active learners in general engineering education. This interdisciplinary project combines fundamental concepts from materials science and cognitive science, particularly project-based learning and active processing, while considering the concepts of overloading, and the unreliability of natural language, among other topics. This investigation will serve society by enhancing materials science research and education, as well as influencing engineering, chemistry, computer science and cognitive science fields, among others.

Download Full-text

Community Action Projects

The American Biology Teacher ◽

10.1525/abt.2015.77.4.3 ◽

2015 ◽

Vol 77 (4) ◽

pp. 241-247 ◽

Cited By ~ 1

Author(s):

Phuong D. Nguyen ◽

Marcelle A. Siegel

Keyword(s):

Science Education ◽

Action Research ◽

Real World ◽

Local Community ◽

Community Action ◽

Project Based Learning ◽

Community Group ◽

Action Projects ◽

Long Course ◽

Apply Biotechnology

Project-based learning and action research are powerful pedagogies in improving science education. We implemented a semester-long course using project-based action research to help students apply biotechnology knowledge learned in the classroom to the real world. Students had several choices to make in the project: working individually or as a team, selecting a topic of interest, and targeting a local community group. To enhance teachers’ abilities to lead students through action projects, we describe the framework, provide class data, and discuss benefits and challenges encountered. This course could serve as a model of how project-based action research can benefit student learning in biotechnology.

Download Full-text

Pengaruh Penggunaan Model Project Based Learning Terhadap Keterampilan Kolaborasi Mahasiswa Pendidikan IPA

Biosel Biology Science and Education ◽

10.33477/bs.v8i1.844 ◽

2019 ◽

Vol 8 (1) ◽

pp. 29

Author(s):

Sitti Saenab ◽

Sitti Rahma Yunus ◽

Husain Husain

Keyword(s):

Science Education ◽

Key Words ◽

Project Based Learning ◽

Descriptive Statistics ◽

Survey Analysis ◽

Education Students ◽

Model Learning ◽

Model Project ◽

Inferential Analysis

This report aims to review the influence of the use of learning model learning project based on skill collaboration education students science education UNM. The research is praeksperimen research. A design study used is one- shot case study. Subjects research is a student science education that doing lecture motion and change. Research instruments used to measure skill collaboration students is the instrument non the tests which consisted of rubric and the survey. Analysis of data done through descriptive statistics and statistics inferential. Analysis deskriktif statistics show that increased skill collaboration students when dibelajarkan use the model project is based learning about 18 of 29 students able to reach the score over the level of 1. While to test inferential shows that is the kind of classroom learning project based on skill collaboration Key Words: PjBL, Skill Colobaration, Science Education

Download Full-text

Project-based learning in student teams in computer science education

Facta universitatis - series Electronics and Energetics ◽

10.2298/fuee0502165b ◽

2005 ◽

Vol 18 (2) ◽

pp. 165-180 ◽

Cited By ~ 7

Author(s):

Andreas Breiter ◽

Görschwin Fey ◽

Rolf Drechsler

Keyword(s):

Science Education ◽

Computer Science ◽

Participatory Design ◽

Computer Science Education ◽

Student Evaluation ◽

Value Added ◽

Project Based Learning ◽

Learning Processes ◽

Team Projects ◽

Student Team

Designing information systems according to user requirements is crucial for software developers. In computer science education, acquiring necessary social skills to elicit and define those requirements is underdeveloped. We introduce a student-centered, project-based learning approach with a student team project, which tries to support these learning processes. Based on existing examples for project-based learning in other disciplines, the didactical concept and the integration into the curriculum are explained. Using two exemplary student team projects, the core learning processes are described. This approach allows students to explore methods for project management as well as requirements analysis and participatory design with real end-users. The results of the project according to student evaluation are presented and conclusions about the value added of student team projects for computer science education are drawn.

Download Full-text

Evaluation of medical students to interest in the health research in Kazakhstan at 2018

European Journal of Public Health ◽

10.1093/eurpub/ckz186.423 ◽

2019 ◽

Vol 29 (Supplement_4) ◽

Author(s):

A Akanov ◽

V Koikov ◽

A Abduazhitova ◽

A Aubakirova ◽

D Otargalieva

Keyword(s):

Science Education ◽

Medical Students ◽

Health Research ◽

Teaching Practice ◽

Medical Science ◽

Project Based Learning ◽

Educational Process ◽

Scientific School ◽

Main Principle ◽

Future Health

Abstract Background Since medical education is significantly different from other conditions of higher education, it is necessary to analyze the influence of the health research component on the quality of training a future health specialist. Methods A quantitative analysis based on the survey. 2 types of original questionnaires were based on the AGREE method: a) to analyze the involvement of medical students, and b) to analyze the teachers of medical universities to integrate health research into the educational process. The survey involved 1,439 medical students. Results 85±1.02% of medical students agree that the triangle of science, education and practice is the main principle of doctors. 63±2.76% of students indicate a discussion with the teacher about the latest advances in medical science. 77±3.24% of surveyed students believe that health research is conducted at a good level. 78±5.8% of students confirm a good health research infrastructure at the University. The continuity of the scientific school and the discussion of the health research results was confirmed by 74±1.24% of students. Evaluation of the participation of teachers in the study showed that 32±3.41% of respondents do health research at the time of the survey. 63±7.1% of teachers agree that the “science-education-practice” triangle is the main principle of doctors. 70±5.17% of teachers indicated the use of Case-based learning, Project-based learning and Research-based learning in their teaching practice. Conclusions The analysis showed a lack of involvement of medical students in health research and a lack of commitment of educational organizations to the principle of the triunity of science, education and practice. Key messages Medical students who are engaged in research have professional competencies related to the practical use of their knowledge and skills than their peers who are not involved in research. Involving medical students in research provides benefits for Universities, medical students and stakeholders.

Download Full-text

ENTREPRENEURSHIP-ORIENTED PROJECT-BASED LEARNING TO IMPROVE STUDENTS' ENTREPRENEURSHIP ATTITUDES

Jurnal Riset Fisika Edukasi dan Sains ◽

10.22202/jrfes.2021.v8i2.5304 ◽

2021 ◽

Vol 8 (2) ◽

pp. 94-101

Author(s):

Rina Rahayu ◽

◽

Riva Ismawati ◽

Din Azwar Uswatun ◽

◽

...

Keyword(s):

Science Education ◽

Science Learning ◽

Project Based Learning ◽

Good Effect ◽

Questionnaire Data ◽

Scientific Attitude ◽

Entrepreneurial Spirit ◽

Research Population ◽

Quasi Experimental ◽

Random Method

Science learning has potential in the nation's development efforts in terms of process. Applicative science materials can be used to develop the entrepreneurial spirit of students. However, the lack of student awareness in the application of science science has resulted in science education being only seen as science learning materials for junior high schools. Students lack the ability to have a scientific attitude that affects their entrepreneurial abilities. The purpose of this study is to determine the entrepreneurial ability of students by applying the PjBL learning model. This research is a quasi-experimental study with one group pretest-posttest design. The research population is the students of Science Education, Tidar University. Sampling by random method. The instrument used is a student entrepreneur response questionnaire. Data collection techniques through questionnaires. The results showed that the students' pretest results in the very low category were the highest at 43%. However, the posttest results showed progress with the highest percentage, namely the high category with a percentage of 38%. Thus, project-based learning (PjBL) has a good effect on students' interest in entrepreneurship

Download Full-text