Effects of students' efficacy beliefs and scaffolding on learning engagement and achievement in team project-based learning

2014 ◽  
Vol 20 (4) ◽  
pp. 495-519
Author(s):  
Yang Youngsun ◽  
Heo Heeok ◽  
Kim Youngsoo
Keyword(s):  
Efficacy Beliefs ◽  
Project Based Learning ◽  
Learning Engagement ◽  
Team Project

Tools for Project-Based Active Learning of Amorphous Systems Design: Scenario Prototyping and Cross Team Peer Evaluation

2009 ◽  
Author(s):  
Kosuke Ishii ◽  
Sun K. Kim ◽  
Whitfield Fowler ◽  
Takashi Maeno
Keyword(s):  
Active Learning ◽  
Systems Design ◽  
Practical Experience ◽  
Project Based Learning ◽  
Project Teams ◽  
Societal Needs ◽  
Wide Range ◽  
New Graduate ◽  
Team Project ◽  
High Level

Whereas team project-based learning of engineering design has attracted wide acceptance, it is still rare to see a curriculum that addresses high level societal needs involving diverse students with a wide range of practical experience. Such a curriculum should develop a shared understanding of the use of scenarios for amorphous products and a process to objectively evaluate the project progress while the design concepts mature. This paper describes two key tools that respond to these challenges: 1) scenario prototyping and 2) cross-team project scorecarding. These tools evolved through a collaborative curriculum development of Keio University, MIT, and Stanford in the development of the Active Learning Project Sequence (ALPS), a capstone experience for Keio’s new Graduate School of System Design and Management (SDM). ALPS selected a theme from the “Voice of Society,” according to which the project teams generated solution scenarios, identified requirements, and described the proposed system using appropriate prototypes of not only hardware but other amorphous means as well. The twelve ALPS teams in 2008 addressed the theme “Enhancing the Lives of Seniors in Japan,” which led to more specific scenarios. The paper gives an overview of the ALPS workshop sequence, and describes in detail two key learning modules that were essential in integrating the multi-disciplinary teams: a) scenario prototyping and b) cross-team project scorecarding. These methods are going through further trials in Stanford’s own Design for Manufacturability curriculum involving 10 project teams in the US and Japan.

Polytechnic Design Thinking From the Beginning

2016 ◽  
Author(s):  
Rustin Webster ◽  
Joseph Dues
Keyword(s):  
Success Rate ◽  
Teaching Methods ◽  
Design Thinking ◽  
Project Based Learning ◽  
Short Paper ◽  
Successful Completion ◽  
Student Centered ◽  
Final Project ◽  
College Of Technology ◽  
Team Project

In August 2013, the Purdue University President and Board of Trustees designated the transformation of the College of Technology into the Purdue Polytechnic Institute as one of Purdue’s “Big Moves”. This transformation requires changes of enormous breadth and depth for everyone in the college. Now, almost half-way through the transformation, milestones and expectations continue to be met. However, much work is still to be done to fully execute a successful transformation. The transformation continues to allow faculty extraordinary opportunities to revise many parts of the college, including curricula, instruction methods, learning spaces, etc. A key characteristic of the transformation is creating learning environments that are student-centered with innovative instruction techniques. TECH 120 – “Design Thinking in Technology”, is a freshman level survey course designed to develop a student’s perspective and enhance their skills in living and working in a technological society while introducing them to the College of Technology — now Purdue Polytechnic. Prior to the fall 2015 semester, Purdue Polytechnic New Albany decided to redesign portions of their TECH 120 course. The aim was to improve team project-based learning opportunities while incorporating modernized teaching methods. With a fresh set of eyes and collaboration between new and tenured faculty the projects, lectures, and assessments were all analyzed looking for areas for higher level of innovation and creativity. The aim for the overall effort was to increase student success rate (i.e. successful completion of assigned project tasks) while improving the alignment with elements of the transformation. In past semesters, the course consisted of a mixture of traditional instructor-led lectures and a series of team projects. Each individual project part was intended to build upon each other while promoting the successful completion of a much larger final task. At the core of each project was LEGO® MINDSTORMS® NXT. The second generation set in the MINDSTORMS series is a programmable robotics kit that is based on robotics technology similar to that used in industry today. Each group (3–4 students) were given their own kit at the beginning of the semester. The final project statement was to design and build an autonomous robot which could identify and follow a light source attached to an instructor’s robot, which would be driven around a room. This task proved to be difficult and had a low success rate. The new project is to design and build a robot that autonomously draws the initials (first and last name) of each team member within an assigned writing zone on a poster. The constant and open collaboration between the two TECH 120 instructors and the incorporation of student input proved to be important during the redesign. The success rate at the end of the semester increased. From course surveys, data also shows that students’ enjoyment and interest in the final project increased. This short paper will describe the introduction to a team project-based activity in a polytechnic setting which uses modernized teaching methods. Preliminary findings and observations will be presented.

scholarly journals Enhancing students’ thinking skills through project-based learning in biology

Biosfer ◽  
2020 ◽  
Vol 13 (2) ◽  
pp. 230-249
Author(s):  
Denny Muhammad Fajar ◽  
Murni Ramli ◽  
Joko Ariyanto ◽  
Sri Widoretno ◽  
S Sajidan ◽  
...  
Keyword(s):  
Thinking Skills ◽  
Project Based Learning ◽  
Public High School ◽  
Learning Engagement ◽  
High Achieving Students ◽  
Cognitive Levels ◽  
Grouping Strategies ◽  
Opposite Situation ◽  
The Impact

This research aims to enhance students' thinking skills (TS) through a project-based learning (PBL) intervention in two cycles of classroom action research (CAR) on the topic of the Ecosystem. TS was determined by the quantity and quality of the students' questions (SQ) and statements (SS), which were determined based on Bloom's taxonomy. The research target was students in grade X (N=31) of one social science class at a public high school in Surakarta. Their TS were rated as low during the Pre-cycle. Based on their verbal activities, the students were categorized into five active (A) and non-active (NA) groups (A-1, A-2, NA-1, NA-2, and NA-3). The NA students were more engaged after the two cycles of CAR. Although the A-1 and A-2 students posed more SQ and SS than the NA students, some of the NA-1, NA-2, and NA-3 students performed positively. In the Pre-cycle, only the C1 and C2 cognitive levels were detected, mostly as factual and conceptual. During the CAR, however, C4, C5, and C6 were found as procedural. In Cycle II, we can find a few examples of metacognition. Overall, this research has shown that PBL can be used to increase student learning engagement. They become active communicators. There was evidence that the quality of students' questions and statements improved to the level of C6 and metacognition. Hopefully, further research can be conducted on the impact of grouping strategies during PBL activities by purposively combining high-achieving students or actively questioning and giving their peers statements in the opposite situation.

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