Project-Based Learning on the Topic of Aromatic Wax Production

Project-based learning is one of the most effective and successful teaching methods for STEM topics. Project-based teaching is an open-ended teaching method that helps teachers stimulate students’ initiative and teamwork skills and promote creativity. Of the interdisciplinary STEM topics, teaching students how to produce aromatic wax proved an interesting topic, causing excitement to students. Through collaborative teaching, this research has shown that students are very interested in learning to produce aromatic wax. The research results also show that there are five factors that greatly affect project-based teaching: (1) Teachers must split the class into groups to implement projects effectively; (2) Topics must be attractive and motivate students to appreciate, explore and produce STEM products; (3) Students must have a positive attitude, unafraid of encountering difficulties and challenges in completing STEM tasks; (4) Students must be competent to implement STEM products; (5) Students must be facilitated by their school and their parents to complete the STEM tasks. The research findings have important implications for proposing a specific project-based learning curriculum on the STEM topic of aromatic wax production.

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FOSTERING STUDENTS’ CRITICAL THINKING BY PROJECT-BASED LEARNING

Journal on English as a Foreign Language ◽

10.23971/jefl.v5i1.90 ◽

2015 ◽

Vol 5 (1) ◽

pp. 37

Author(s):

Pryla Rochmahwati

Keyword(s):

Critical Thinking ◽

Data Analysis ◽

Qualitative Method ◽

Positive Attitude ◽

English Language ◽

Teaching Practice ◽

Teaching Method ◽

Project Based Learning ◽

English Language Teaching ◽

Data Display

This research focused on fostering students’ critical thinking through Project-Based Learning. The design of the research was descriptive qualitative method. The subjects were the lecturer of TEFL 1 course and 25 students in C class of the fourth semester of STAIN Ponorogo who took TEFL 1 course. The instruments used are in the form of observation sheet and interview guideline. The data analysis applied in this research used data reduction, data display, and conclusion drawing. The findings showed that the implementation Project-Based Learning that fosters the students’ critical thinking in TEFL class are through the following steps: (1) Discussing the materials about English Language Teaching Method, (2) working with the group to construct scenario of teaching practice, (3) practicing the scenario, (4) recording the teaching practice into video, and (5) evaluating the video product. Moreover, the result of interview indicates that the students showed significantly positive attitude toward the implementation of Project-Based Learning. Finally, English teachers are recommended to implement Project-Based Learning in EFL class since it facilitates the students to build their critical thinking.Keywords: critical thinking, Project-Based Learning

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STUDENTS’ PERCEPTION OF 21st CENTURY SKILLS DEVELOPMENT THROUGH THE IMPLEMENTATION OF PROJECT-BASED LEARNING

Pedagogy Journal of English Language Teaching ◽

10.32332/pedagogy.v6i1.1111 ◽

2018 ◽

Vol 6 (1) ◽

pp. 37

Author(s):

Ayu Fatmawati

Keyword(s):

Graduate Students ◽

21St Century ◽

Teaching Methods ◽

21St Century Skills ◽

Project Based Learning ◽

Skills Development ◽

English Department ◽

Online Questionnaire ◽

21St Century Skill ◽

Research Findings

The phenomenon of graduate students who are not ready for employment in a digital age seizes the educators’ attention. Then, some research findings identified the students’ need to focus on 21st century skills in order to fulfill the workplace requirements. Some teaching methods are provided to help teacher in teaching 21st century skills. One of them is the project based learning (PbL). This research aimed at knowing the students’ perception of 21st century skill development through the implementation of project-based learning. Descriptive quantitative method was utilized in this research. The respondents were the students of English department from one of private universities in East Java. An online questionnaire was used as the instrument in this research. The data analysis was done statistically. The responses indicate that the implementation of project based learning generally helps the students in developing their 21st century skills. In conclusion, the students agree that the PbL can develop their 21st century skills. So, the lecturers are suggested to design the project based learning with the specific goals of 21st century skills development.

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Student-centred, lecturer-centred, and hybrid teaching methods: Impacts on accounting students' technical and soft skills

Asian Journal of Accounting Perspectives ◽

10.22452/ajap.vol14no2.4 ◽

2021 ◽

Vol 14 (2) ◽

pp. 67-92

Author(s):

Noor Adwa Sulaiman ◽

Suhaily Shahimi ◽

Zarina Zakaria

Keyword(s):

Teaching Methods ◽

Design Methodology ◽

Teaching Method ◽

Soft Skills ◽

Public University ◽

Accounting Students ◽

Minimal Impact ◽

Hybrid Teaching ◽

Modelling Procedure ◽

Research Findings

Research aim: This study examines the impacts of teaching methods: student-centred, lecture-centred, and hybrid (lecture-student) on technical and soft skills of accounting students. Design/ Methodology/ Approach: The impacts are assessed via a structural modelling procedure using Smart PLS based on survey data gathered from accounting students in one public university in Malaysia. Research findings: Results show the lecturer-centred method impacting the students’ technical skills, and the hybrid method impacting students’ technical and soft skills. It is evident from the analysis that there is minimal impact of the student-centred teaching method on technical and soft skills and of the lecturer-centred teaching method on soft skills of the accounting students. The results suggest that the hybrid teaching method is the most effective teaching method in enhancing accounting students’ technical and soft skills. Practitioner/ Policy implication: This research could assist universities and policymakers to formulate relevant teaching strategies and approaches to enhance accounting students’ competency. Limitation/ Implication: The findings in this study is revisiting and revising the current teaching methods is necessary to prepare future accountants for a career in accounting.

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Ṭuruq Ta’līm Kutub at-Turāṡ fi al-Ma’had al-Islāmī at-Taqlīdī al-Madīnah ad-Dīniyyah Aceh Dār al-Hudā Paloh Gadeng Syimāliyyah

Heritage of Nusantara International Journal of Religious Literature and Heritage ◽

10.31291/hn.v7i2.535 ◽

2018 ◽

Vol 7 (2) ◽

pp. 262-291

Author(s):

Syahrizal Syahrizal

Keyword(s):

Teaching Methods ◽

Teaching Method ◽

Field Research ◽

Islamic School ◽

Advantages And Disadvantages ◽

School Based ◽

Technological Advances ◽

Method Book ◽

Research Findings ◽

The Times

This paper describes the method used by the teacher in teaching the book of monotheism, the obstacles faced by the teacher and the solution, finding the weaknesses and strengths of the teaching method, and knowing the possibility of developing the teaching method of the book in Darul Huda Paloh Gadeng North Aceh traditional Islamic School. Based on the results of field research using interview, observation and documentation techniques, the research findings are the methods used by the teacher in the teaching of the books al-'aqīdah al-islāmiyah, tījan ad-durari, and hud hudi in general, namely the method of reading, translation, lecture, question and answer, repetition, and conclusion. The teacher's constraints in the use of teaching methods in each book of monotheism are different. This is due to differences in the ability of students to learn the teaching of the book al-'Aqīdah al-Islāmiyah, Tījan ad-Durari, and Hud Hudi. Those differences have their own advantages and disadvantages. The methods of teaching the tauhid book in the traditional Islamic School in Aceh still need development and renewal in accordance with the times and technological advances. Keywords: Teaching Method, Book of Tawheed, Traditional Islamic School Darul Huda Paloh Gadeng

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Inter-University Collaboration for Online Teaching Innovation: An Emerging Model

Rehabilitation Research Policy and Education ◽

10.1891/2168-6653.26.4.23 ◽

2012 ◽

Vol 26 (4) ◽

pp. 321-343 ◽

Cited By ~ 1

Author(s):

Nerlich Andrea Perkins ◽

L. Soldner James ◽

J. Millington Michael

Keyword(s):

Teaching Methods ◽

Online Teaching ◽

Teaching Method ◽

Collaborative Teaching ◽

Online Instructors ◽

Teaching Innovation ◽

Student Teams ◽

Collaborative Education ◽

Blended Online Learning ◽

University Settings

Distance education is constantly evolving and improving. To stay current, effective online instructors must utilize the most innovative, evidence-based teaching methods available to promote student learning and satisfaction in their courses. One emerging teaching method, referred to as blended online learning (BOL), involves collaborative education across multiple university settings. In this article, we describe an inter-university educational collaboration designed to connect students from various academic institutions using the BOL teaching method. The article begins with an overview of the theoretical framework that informs the BOL method, followed by an overview of the method and its key components. Benefits of this collaborative learning effort to students, educators, universities, and the profession are also provided. The article culminates with implications for using the BOL method with rehabilitation educators, including collaborative teaching tips for working in educator and student teams.

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Modern teaching methods in action in statistical classes

Statistical Journal of the IAOS ◽

10.3233/sji-210843 ◽

2021 ◽

pp. 1-21

Author(s):

Peter Kovacs ◽

Eva Kuruczleki ◽

Klara Kazar ◽

Lilla Liptak ◽

Tamas Racz

Keyword(s):

Teaching Methods ◽

Flipped Classroom ◽

Statistical Data ◽

Teaching Method ◽

Practical Knowledge ◽

Real Life ◽

Modern Technology ◽

Project Based Learning ◽

Life Problems ◽

Applicable Knowledge

To act as a responsible member of a democratic society, everybody needs statistical literacy and practical knowledge on how to use statistical data, visualization, and methods. In the case of professions that use or produce statistical data the correct use of statistics and statistical thinking are also important. Practice and knowledge applicable in real life are also needed. To reach these requirements, using real-life problems, modern technologies (digital solutions, online tools) and up-to-date teaching methods tailored to the target audiences is crucial. Several papers show that the use of real problems, technology and modern teaching methods are more efficient than the traditional frontal teaching method. In this study, we describe some new teaching methods, for instance problem-based learning, project-based learning, thinking-based learning, flipped classroom, gamification, new technological devices. We also discuss the combination of different methods and modern technology in action in the field of Statistics. The paper shares our developments, experiences, and lessons we learnt from classes. One of our main results is the idea that the use of modern teaching approaches leads to more practical and applicable knowledge; however, their success also depends on both the educators’ and the students’ time expenditure and attitude.

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The Project-Based Approach in Informatics Education – A Real-World Example of Rational Number Arithmetic Library Implementation and Use

Mathematics, Computer Science and Education ◽

10.54664/iptd5141 ◽

2020 ◽

Vol 3 (1) ◽

Author(s):

Ivaylo Donchev ◽

◽

Gabriela Chotova

Keyword(s):

High School ◽

Computer Science ◽

Real World ◽

Teaching Methods ◽

Teaching Method ◽

Project Based Learning ◽

Constructivist Teaching ◽

Software Projects ◽

Interactive Teaching ◽

Student Training

Project-Based Learning (PBL) has long been a well-known and widely used constructivist teaching method in various fields, in which students learn by taking active part in real-world and personally meaningful projects. When it comes to teaching Computer Science, developing software projects is a natural implementation of this pedagogical method. In this paper, the authors share their experience of adapting a project they have used for several years in undergraduate student training to the high school course in Computer Science. Emphasis has been placed on interactive teaching methods in the classroom and the interdisciplinary connection with mathematics. The achieved results have been analysed.

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Taxonomy of Teaching Methods and Teaching Forms for Youth in Non-Formal Education in the National Youth Council of Slovenia

Center for Educational Policy Studies Journal ◽

10.26529/cepsj.491 ◽

2018 ◽

Vol 8 (1) ◽

pp. 117

Author(s):

Vesna Miloševič Zupančič

Keyword(s):

Young People ◽

Experiential Learning ◽

Teaching Methods ◽

Formal Education ◽

Teaching Method ◽

Action Learning ◽

National Level ◽

Project Based Learning ◽

Youth Work ◽

Youth Council

Research from the field of non-formal education (NFE) in youth work emphasises the central role of experiential learning and learning in groups. The present paper aims to research teaching methods and teaching formsin NFE in youth work. The research sought to answer the following research questions: ‘What teaching forms can be found in NFE for young people in youth councils on a national level in Slovenia?’ and ‘What teachingmethods can be found in NFE for young people in youth councils on a national level in Slovenia?’ Data was collected using semi-structured interviews; the instrument was a list of questions. The empirical research was conducted in July 2016 with six interviewees. The results indicate that learning in selected NFE in the National Youth Council of Slovenia (MSS) is participatory, interactive, inclusive and student-focused; with central concepts of experiential learning and learning in groups. The key teaching form is learning in groups. However, individual work, work in pairs, programmed instruction and direct instruction are also present. The central and omnipresent teaching method is experiential learning. Problem-based learning, case-study method, action learning, and project-based learning are intertwined and connected to the experiential learning method. Other methods include verbal-textual methods, illustrative-demonstration methods, experimental methods, peer learning, and support methods. The conclusions are applicative in the didactic spectrum of NFE in youthwork and in the wider didactic spectrum of adult learning. Implications for further research include teaching methods and forms in NFE inside the wider youth sector, internationally comparative and through quantitativeresearch.

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Engineering and Related Programs’ Teaching Methods in Nigeria

International Journal of Recent Technology and Engineering - 2 ◽

10.35940/ijrte.b1915.078219 ◽

2019 ◽

Vol 8 (2) ◽

pp. 1279-1285

Keyword(s):

21St Century ◽

Teaching Methods ◽

Teaching And Learning ◽

Industrial Revolution ◽

Project Based Learning ◽

Instructional Resources ◽

Effective Utilization ◽

Life Long Learning ◽

Lecture Method ◽

Research Findings

The failure of engineering education in Nigeria has been blamed on many factors from various research findings. To have an in-depth view of some of the problems, this study reviewed research findings on the methods of teaching engineering and related programs in Nigerians institutions of learning. The study reviewed articles and theses on teaching methods in Nigeria, skills need of the 21st century and the 4th industrial revolution, and how the existing teaching methods impart the needed skills. The review showed that: the most popular teaching methods of teaching engineering and related programs in Nigeria are lecture method, laboratory experiment, field trip and final year practical project; the skills that the 21st century industry and 4IR demand are critical thinking, innovation and creativity, problem solving, teamwork, life-long learning, and communication skills; the teaching methods employed in Nigeria are not able to impart the needed skills. The researchers, therefore recommended innovative, students centered learning like problem based learning, project based learning, inquiry based learning and well as effective utilization of instructional resources like multimedia, simulations and virtual laboratory for the teaching and learning of engineering, science and technology programs

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TEACHING READING COMPREHENSION BY USING DIRECTED ACTIVITIES RELATED TO TEXT (DRTA) FOR THE STUDENTS

Jurnal KATA ◽

10.22216/jk.v1i2.2002 ◽

2017 ◽

Vol 1 (2) ◽

pp. 153

Author(s):

Niza Syaveny

Keyword(s):

Foreign Language ◽

Teaching Methods ◽

Teaching Method ◽

Main Idea ◽

Teaching Reading ◽

Foreign Language Reading ◽

Teaching Of Reading ◽

Expert Theory ◽

Reading Activities ◽

Source Of Information

Membaca merupakan keterampilan yang harus dikuasai oleh siswa dalam belajar bahasa Inggris sebagai bahasa asing. Membaca tidak hanya melihat atau membaca apa yang tertulis namun juga memahami isi bacaan sehingga pembaca memperoleh ilmu serta informasi dari bacaan tersebut. Beberapa komponen membaca yang dikemukakan oleh para ahli, seperti pemahaman ide pokok, ide pendukung, kosakata, serta tata bahasa, membuat guru harus cermat dalam mengaplikasikan metode dalam mengajar bahasa Inggris khususnya membaca. Directed Activities related to Text (DART) merupakan metode mengajar yang dapat diaplikasikan dalam kegiatan membaca. Metode ini diaplikasikan melalui aktivitas rekonstruksi dan analisis. Tujuan penulisan artikel ini adalah mendeskripsikan cara pengajaran membaca melalui metode DART. Penulisan merujuk kepada kajian kepustakaan yang mendukung teori DART dalam pengajaran membaca. Dengan adanya informasi mengenai DART yang didukung oleh teori para ahli, dapat dijadikan sumber informasi tentang metode pengajaran bahasa Inggris khususnya membaca yang dapat diterapkan oleh guru di sekolah menengah. Reading is a skill that must be mastered by students in learning English as a foreign language. Reading not only see or read what is written but also understand the contents of the reading therefore the readers get the knowledge and information from the text. Some reading components are suggested by experts, such as understanding the main idea, supporting ideas, vocabulary, and grammar, it makes the teachers must be careful in applying methods in teaching English, especially reading. Directed Activities related to Text (DART) is a teaching method that can be applied in reading activities. This method is applied through reconstruction and analysis activities. The purpose of writing this article is to describe how teaching of reading through the DART method. The article support by a literature review of DART theory in teaching reading. The information about of DART supported by expert theory, it can be used as a source of information about English teaching methods especially reading that can be applied by teachers in high school.

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