Meeting Learners’ Needs through Project-Based Learning

2012 ◽  
Vol 3 (4) ◽  
pp. 24-34
Author(s):  
Elizabeth T. Turner
Keyword(s):  
Real World ◽  
Thinking Skills ◽  
Complex Problem ◽  
Project Planning ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Collaborative Problem Solving ◽  
Individual Student ◽  
Student Centered ◽  
Technological Tools

There is a significant divide between what students want and what students receive in the classroom. Students increasingly lack interest and motivation to participate and learn. Instructional practices within and across schools vary widely, creating inconsistencies. Teachers’ instructional plans may put content and curricular needs above individual student needs. For some, the lack of desire to learn causes them to leave school. However, project-based learning, a student-centered, inquiry-based activity set in a real-world context, which uses technological tools to produce real-world artifacts, may be the solution to this dilemma. Project-based learning motivates students to actively apply critical thinking skills for project planning, collaborative problem solving, and higher-order thinking. Project-based learning can motivate students because it requires students to take ownership of their projects and learning, employ real-world technological tools and skills, collaborate with peers, reflect continuously on the process and the project, and develop a solution to a complex problem.

scholarly journals Impementasi Project Based Learning Dalam Pembelajaran Abad 21 Pada Mata Pelajaran Geografi Kelas XI IPS SMA Nasional 3 Bahasa Putera Harapan Purwokerto

2021 ◽  
Vol 1 ◽  
pp. 1-13
Author(s):  
Ika Pujiastuti
Keyword(s):  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Independent Learning ◽  
Learning Approach ◽  
Learning Approaches ◽  
Learning Skills ◽  
Student Centered ◽  
Student Centered Learning ◽  
Collaboration And Communication

The development of curriculum in schools is currently required to make changes in implementing teacher-centered learning approaches into student-centered learning approaches. This is adjusted to the demands of learning that will affect the development of children in the future, where children must have thinking and learning skills. These skills include critical thinking skills, problem solving, collaboration, and communication skills. These skills are often said to be skills in the independent learning process that must be possessed by students. Students can have these skills if the teacher is able to develop learning with activities that challenge students to think critically in solving problems. Another aspect that is no less important is the Assessment or Assessment. Assessment can be given among students as feedback, by the teacher with an assessment rubric that has been prepared by the teacher or based on the performance and products they produce. To achieve the aforementioned objectives, a learning approach that is quite challenging for teachers is a project-based learning (PBL) approach.

Project Based Learning Model Based on Simple Teaching Tools and Critical Thinking Skills

2018 ◽  
Vol 1 (1) ◽  
pp. 12 ◽  
Author(s):  
Sri Wahyu Widyaningsih ◽  
Irfan Yusuf
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Laboratory School ◽  
Teaching Tools ◽  
Model Based ◽  
Language Writing ◽  
School Laboratory ◽  
Research Type

<em>This study aims to determine the application of PjBL model based on simple props and critical thinking skills of students in the School Laboratory course. This research uses research type Pre-Experimental Design with sample of all students of semester II which programmed Laboratory School on even semester 2016/2017 in </em><em>Program Studi Pendidikan Fisika Fakultas Keguruan dan Ilmu Pendidikan Universitas Papua. The results showed that the props designed by students 74.0% ± SD 4.2 or are in a good category. Assessment of practical worksheet covers the aspect of format, content, language/writing, and benefits/functions obtained 80.3% ± SD 7.4 or are in the very good category. Critical thinking skills of the students during the learning that is 66.7% ± SD 4.9 or are in a good category. Therefore the application of PjBL learning based on simple props can be used to develop critical thinking skills.</em>

scholarly journals Mechatronics: Experiential Learning and the Stimulation of Thinking Skills

2021 ◽  
Vol 11 (2) ◽  
pp. 46
Author(s):  
Maki K. Habib ◽  
Fusaomi Nagata ◽  
Keigo Watanabe
Keyword(s):  
Critical Thinking ◽  
Experiential Learning ◽  
Learning Process ◽  
Laboratory Experiments ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Learning Approach ◽  
Learning Approaches ◽  
Experimental Systems

The development of experiential learning methodologies is gaining attention, due to its contributions to enhancing education quality. It focuses on developing competencies, and build-up added values, such as creative and critical thinking skills, with the aim of improving the quality of learning. The interdisciplinary mechatronics field accommodates a coherent interactive concurrent design process that facilitates innovation and develops the desired skills by adopting experiential learning approaches. This educational learning process is motivated by implementation, assessment, and reflections. This requires synergizing cognition, perception, and behavior with experience sharing and evaluation. Furthermore, it is supported by knowledge accumulation. The learning process with active student’s engagement (participation and investigation) is integrated with experimental systems that are developed to facilitate experiential learning supported by properly designed lectures, laboratory experiments, and integrated with course projects. This paper aims to enhance education, learning quality, and contribute to the learning process, while stimulating creative and critical thinking skills. The paper has adopted a student-centered learning approach and focuses on developing training tools to improve the hands-on experience and integrate it with project-based learning. The developed experimental systems have their learning indicators where students acquire knowledge and learn the target skills through involvement in the process. This is inspired by collaborative knowledge sharing, brainstorming, and interactive discussions. The learning outcomes from lectures and laboratory experiments are synergized with the project-based learning approach to yield the desired promising results and exhibit the value of learning. The effectiveness of the developed experimental systems along with the adopted project-based learning approach is demonstrated and evaluated during laboratory sessions supporting different courses at Sanyo-Onoda City University, Yamaguchi, Japan, and at the American University in Cairo.

scholarly journals Beyond the Museum Walls: Developing Inexpensive Discovery Trunks for k-12

2018 ◽  
Vol 2 ◽  
pp. e25925
Author(s):  
Julia Robinson
Keyword(s):  
Low Cost ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Student Centered ◽  
Analytical Skills ◽  
New Knowledge ◽  
State Educational ◽  
Problem Solvers ◽  
K 12

Discovery Trunks - specimen-based educational kits - use museum collections and standardized curricula to catalyze critical thinking skills through inquiry learning. Inquiry learning facilitates the development of new knowledge by examining a novel situation in light of past experience - a crucial skill for a child in today’s unpredictable world. Inquiry learning empowers students by making them stronger and more confident in their discovery and synthesis of information. Discovery Trunks enhance learning opportunities for students, promote the parent institutions, and develop new audiences by taking the institutional mission beyond classroom walls. Such Trunks contain authentic, real world objects and inquiry lessons that align with state educational standards. Discovery Trunks encourage contemplative analytical skills, thoughtful communication, thorough exploration of a topic, and cultivate a citizenry of open-minded problem solvers. Through inquiry-based learning, we see key components of this personal investigation exemplified through student-centered, student-driven activities that connect new knowledge and prior knowledge. This presentation will deconstruct these multidisciplinary kits and their contents to guide museum professionals to explore effective, high value, low cost materials and methods to produce and advertise educational kits to the community. Offered as an essential outreach component, these educational kits cultivate tomorrow’s thinkers, movers, and laborers in an ever-changing society.

scholarly journals Project and problem based learning on students' critical thinking skills at cell material

2020 ◽  
Vol 5 (2) ◽  
pp. 127-139
Author(s):  
Isti Citra Wulandari ◽  
Nuri Dewi Muldayanti ◽  
Anandita Eka Setiadi
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Average Value ◽  
Cell Material

Based on observations when apprenticed at SMAN 7 Pontianak it was known that students' critical thinking skills are still low. Therefore, a variety of learning models are needed to improve students' critical thinking skills. The purpose of this research was to determine the differences and effective learning model in improving students' critical thinking skills between students taught using the project-based learning model and the problem based learning model. The research method used was a quasi-experiment with a nonequivalent control group design. The data collection techniques used were measurement. The results showed a significant value of the T-test was 0.000<0.05. This means that there are differences in students' critical thinking skills taught using the project-based learning model and problem-based learning. The average value of N-Gain in the project-based learning model was 0.69 (moderate) while the problem-based learning model was 0.58 (moderate), so the project-based learning model is more effective than the problem based learning model on students' critical thinking skills.Keywords: Critical thinking skills, problem-based learning, project-based learning, cell material

Developing key competencies in sustainability through project-based learning in graduate sustainability programs

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jodie Birdman ◽  
Arnim Wiek ◽  
Daniel J. Lang
Keyword(s):  
Real World ◽  
Curriculum Design ◽  
Sustainability Science ◽  
Competence Development ◽  
Project Based Learning ◽  
Comparative Case Study ◽  
Individual Student ◽  
Content Type ◽  
Student Autonomy ◽  
Key Competencies

Purpose This research aims to investigate the role of project-based-learning within graduate sustainability curricula through the lens of key competence development. Project-based learning has become a widely recommended pedagogy for sustainability education. It is hypothesized that through collaboration, student autonomy and real-world application, students develop key competencies for sustainability. This paper also aims to examine the connection between project-based learning and competence development on a program level from the student perspective. Design/methodology/approach This two-year comparative case study follows the project-based-learning journeys of nine graduate sustainability students from three programs: the Master’s of Sustainability at Arizona State University, the Master’s of Sustainability Science at Leuphana University of Lüneburg and the Global Sustainability Science Master’s, an ASU and Leuphana collaboration. Over four semesters, the students each took part in four competence-oriented self-assessments and interviews to map their perceived learning throughout their programs. Additional contextual information was gathered from program and course materials and descriptions, instructor interviews and in vivo observations. Findings The defining aspects of project-based learning including collaboration, student autonomy and real-world connection do contribute to students’ self-perceived competence development. Student-driven and program-driven project-based learning experiences equally foster this result, as long as the pedagogical challenges of balancing support and student independence associated with each are mitigated through instructor actions, program design or individual student coping skills. Originality/value The results of this research can support higher education institutions in designing sustainability programs aimed at competence development through project-based learning. The focus on the curricular and program level combined with repeated overtime student-reported attribution to specific courses and activities bridges the gap between individual course case studies and theoretical recommendations for curriculum design. In addition to length and depth, this study also forefronts student experience of curricula as delivered.

A Professional Development Framework for the Flipped Classroom Model

2016 ◽  
pp. 232-261
Author(s):  
Anne Katz ◽  
Tricia Muldoon Brown ◽  
Jackie Hee Young Kim
Keyword(s):  
Professional Development ◽  
Flipped Classroom ◽  
Thinking Skills ◽  
Development Project ◽  
Critical Thinking Skills ◽  
Read Aloud ◽  
Student Centered ◽  
Development Framework ◽  
Elementary Grade ◽  
K 12

A major goal of K-12 education is to create a student-centered classroom where educators are teaching to increase critical thinking skills, promote problem-based learning, and differentiate instruction. However, the reality is that many educators are challenged by the difficult task of creating such a learning environment in their classrooms. In this chapter, the authors will introduce a Flipped Classroom Professional Development project, a Title II Part A Higher Education Improving Teacher Quality State Grant initiative. This project centered on two goals. First, the authors sought to teach the flipped classroom model through an integrated literacy and math approach while “mathematizing” read-aloud instruction for primary and elementary grade educators. Secondly, the chapter describes efforts to expand teachers' repertoire of effective instructional, blended technology tools for teaching math and literacy. The authors will conclude with the potential of the Flipped Classroom model in K-5 settings based upon this professional development framework.

A Professional Development Framework for the Flipped Classroom Model

2016 ◽  
pp. 211-238
Author(s):  
Anne Katz ◽  
Tricia Muldoon Brown ◽  
Jackie Hee Young Kim
Keyword(s):  
Professional Development ◽  
Flipped Classroom ◽  
Thinking Skills ◽  
Development Project ◽  
Critical Thinking Skills ◽  
Read Aloud ◽  
Student Centered ◽  
Development Framework ◽  
Elementary Grade ◽  
K 12

A major goal of K-12 education is to create a student-centered classroom where educators are teaching to increase critical thinking skills, promote problem-based learning, and differentiate instruction. However, the reality is that many educators are challenged by the difficult task of creating such a learning environment in their classrooms. In this chapter, the authors will introduce a Flipped Classroom Professional Development project, a Title II Part A Higher Education Improving Teacher Quality State Grant initiative. This project centered on two goals. First, the authors sought to teach the flipped classroom model through an integrated literacy and math approach while “mathematizing” read-aloud instruction for primary and elementary grade educators. Secondly, the chapter describes efforts to expand teachers' repertoire of effective instructional, blended technology tools for teaching math and literacy. The authors will conclude with the potential of the Flipped Classroom model in K-5 settings based upon this professional development framework.

A Professional Development Framework for the Flipped Classroom Model

2016 ◽  
pp. 286-314
Author(s):  
Anne Katz ◽  
Tricia Muldoon Brown ◽  
Jackie HeeYoung Kim
Keyword(s):  
Professional Development ◽  
Flipped Classroom ◽  
Thinking Skills ◽  
Development Project ◽  
Critical Thinking Skills ◽  
Read Aloud ◽  
Student Centered ◽  
Development Framework ◽  
Elementary Grade ◽  
K 12

A major goal of K-12 education is to create a student-centered classroom where educators are teaching to increase critical thinking skills, promote problem-based learning, and differentiate instruction. However, the reality is that many educators are challenged by the difficult task of creating such a learning environment in their classrooms. In this chapter, the authors will introduce a Flipped Classroom Professional Development project, a Title II Part A Higher Education Improving Teacher Quality State Grant initiative. This project centered on two goals. First, the authors sought to teach the flipped classroom model through an integrated literacy and math approach while “mathematizing” read-aloud instruction for primary and elementary grade educators. Secondly, the chapter describes efforts to expand teachers' repertoire of effective instructional, blended technology tools for teaching math and literacy. The authors will conclude with the potential of the Flipped Classroom model in K-5 settings based upon this professional development framework.

Investigating bridge design

2015 ◽  
Vol 22 (4) ◽  
pp. 255-260
Author(s):  
Lukas J. Hefty
Keyword(s):  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Student Interest ◽  
Bridge Design ◽  
Student Centered ◽  
Integrated Stem ◽  
Engineering Design Process ◽  
Science Technology ◽  
Understanding Of Science ◽  
And Mathematics

Teachers making the transition to integrated, student-centered science instruction benefit from sharing resources, and this bridge design unit offers one example. The unit uses the engineering design process to give students time to develop critical thinking skills while helping teachers assess understanding of science and mathematics content. Each month, iSTEM (Integrating Science, Technology, and Engineering in Mathematics) authors share ideas and activities that stimulate student interest in integrated STEM fields in K–grade 6 classrooms.

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