scholarly journals Pre-Service Teachers’ Experiences and Views on Project-Based Learning Processes

2017 ◽  
Vol 10 (7) ◽  
pp. 18 ◽  
Author(s):  
Funda Dag ◽  
Levent Durdu
Keyword(s):  
Group Work ◽  
Descriptive Study ◽  
Project Based Learning ◽  
Learning Processes ◽  
Information And Communications Technology ◽  
Learning Approach ◽  
Student Centered ◽  
Student Centered Learning ◽  
Teachers Experiences ◽  
Teaching Programs

Project-based learning (PjBL) has been promoted as an effective and frequently used student-centered learning approach for various learning environments. To have various learning experiences with PjBL is an important requirement for pre-service teachers (PSTs). The purpose of the study was to investigate the experiences PSTs had with group work and collaboration, resources and research methods, the problems they faced, and the strategies they used to overcome these problems during the information and communications technology (ICT)-integrated PjBL process, as well as their thoughts concerning learning processes in PjBL. The participants in the study consisted of 413 PSTs in six different teaching programs who took the course Computer 2. Qualitative methods were used in this descriptive study. The results revealed that PSTs perceived the PjBL processes mostly positively and also that they thought the PjBL process contributed to their learning and helped them gain PjBL skills. PSTs formed groups based on their own preferences. PSTs perceived that the PjBL process based on group work that was implemented advanced their problem-solving and collaboration skills.

scholarly journals Recomendação de Conteúdo em um Ambiente Colaborativo de Aprendizagem Baseada em Projetos

2018 ◽  
Vol 26 (1) ◽  
pp. 91 ◽  
Author(s):  
Otávio Costa Acosta ◽  
Eliseo Berni Reategui ◽  
Patrícia Alejandra Behar
Keyword(s):  
Project Based Learning ◽  
Educational Activity ◽  
Learning Approach ◽  
Technological Environment ◽  
Student Centered ◽  
Student Centered Learning ◽  
Content Recommendation ◽  
The Subject ◽  
Quantitative Case Study

The present work aims to investigate how a Project-based Learning (PBL) activity, supported by a technological environment developed for this purpose, can contribute to the development of projects by means of content recommendation resources and collaboration tools among peers. For this reason, an active learning approach is used, PBL, defined as a student-centered learning method that emphasizes activities for project development. For the application of the proposed method an educational activity was structured consisting in the development of a project based on students' investigations related to a topic proposed by the teacher. The development of this project starts and ends in the classroom, but the intermediate stages can occur in other places. For the execution of the activity, a tool was developed for fostering collaboration between students. For the execution of the activity, a tool was developed for fostering collaboration between students. This allows a higher interaction between participants and the possibility of students to collaborate on each other's projects. During the development of their projects, the tool suggests additional materials related to the subject at hand, as a way to assist students in their research processes. For the evaluation of the proposed work, a quali-quantitative case study was structured, with data collected through computer logs, the analysis of the students' projects, questionnaires and interviews. Results from the experiments performed showed that the educational activity proposed by this work has contributed significantly to the development of projects and for a higher interaction among students.

scholarly journals PENDEKATAN DAN MODEL PEMBELAJARAN KURIKULUM 2013

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Moh. Zaenal Fanani
Keyword(s):  
Model Problem ◽  
Learning Model ◽  
Project Based Learning ◽  
Discovery Learning ◽  
Teaching Methodology ◽  
Learning Approach ◽  
Student Centered ◽  
Student Centered Learning ◽  
Previous Learning ◽  
Scientific Learning

The article discusses the characteristics of the 2013 curriculum and how it differs from the previous ones. The development of learning methodologies becomes one of the reasons for structuring educational curriculum in Indonesia, i.e. curriculum 2013. Aspects of changes in the Curriculum 2013 compared to the previous curriculum in terms of teaching methodology are Scientific Learning Approach, Discovery Learning model, Problem-Based Learning Model, and Project-Based Learning Model. This new curriculum can be classifiend into Constructivism which strengthened the previous learning theory and enlightened the transformation of teacher-centered learning approach towards the concept of student-centered learning approach. The later results in several  approaches and methods of active learning.             Key words: Curriculum 2013, Scientific Learning Approach, Learning model.

scholarly journals Evaluation of Project-Based Learning at a Polytechnic in Malaysia: an Input Aspect Evaluation Research

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Sadrina Sadrina ◽  
Ramlee Mustapha
Keyword(s):  
Mechanical Engineering ◽  
Evaluation Research ◽  
Project Based Learning ◽  
Traditional Learning ◽  
Learning Approach ◽  
Student Centered ◽  
Student Centered Learning ◽  
Final Project ◽  
Engineering Department ◽  
Model Project

The purpose of the study was to evaluate the effectiveness of Project-Based Learning in the Mechanical Engineering Department at the Polytechnic in Malaysia. This study was designed with Context, Input, Process and Product (CIPP) model. Project-Based Learning is a different approach than the traditional learning in the sense that it is a student-centered learning approach based on the principles of constructivism. However, this present paper focused on the input aspect with comparing students’ and supervisor’ perspective. The input dimension assesses the module and supervisor’s readiness. This study involved a random sample of 118 students and 43 supervisors in the Mechanical Engineering Department in Polytechnic Kota Bharu Malaysia. The instrument used in this study were a set of questionnaire. The study found that both the students and supervisors agreed that Project-Based Learning approach is appropriate for the final project course J5012. In addition, both groups of respondents believed that the supervisors possesed adequate technical knowledge and implemented supervisory duties effectively. Nevertheless, students perceived the module content was hard to understand.

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.

scholarly journals The Evaluation of Project-Based Learning at the Mechanical Engineering Department, Polytechnic Malaysia: A Prosess Dimension Assessment

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Sadrina Sadrina ◽  
Ramlee Mustapha
Keyword(s):  
Mechanical Engineering ◽  
Project Based Learning ◽  
Traditional Learning ◽  
Real Problem ◽  
Learning Approach ◽  
Input Process ◽  
Student Centered ◽  
Student Centered Learning ◽  
Engineering Department ◽  
Model Project

The purpose of the study was to evaluate the effectiveness of Project-Based Learning in the Mechanical Engineering Department at the Polytechnic in Malaysia. This study was designed with Context, Input, Process and Product (CIPP) model. Project-Based Learning is a different approach than the traditional learning in the sense that it is a student-centered learning approach based on the principles of constructivism. This study involved a random sample of 118 students and 43 supervisors in the Mechanical Engineering Department in Polytechnic Kota Bharu Malaysia. The instrument used in this study were a set of questionnaire. In terms of finding ideas, both students and supervisors agreed that students were encouraged to assess the real problem by their supervisors. However, the supervisors were uncertain whether the students went to the library to get the ideas for their project. In addition, the supervisors were barely agreed about the creativity of the students in finding the project ideas. However, students and their supervisors believed that critical thinking and creativity were needed in the Project-Based Learning. The respondents also believed that e-SOLMS helped the students to work in group to complete the project.

scholarly journals Recomendação de Conteúdo em um Ambiente Colaborativo de Aprendizagem Baseada em Projetos

2018 ◽  
Vol 26 (1) ◽  
pp. 91
Author(s):  
Otávio Costa Acosta ◽  
Eliseo Berni Reategui ◽  
Patrícia Alejandra Behar
Keyword(s):  
Project Based Learning ◽  
Educational Activity ◽  
Learning Approach ◽  
Technological Environment ◽  
Student Centered ◽  
Student Centered Learning ◽  
Content Recommendation ◽  
The Subject ◽  
Quantitative Case Study

The present work aims to investigate how a Project-based Learning (PBL) activity, supported by a technological environment developed for this purpose, can contribute to the development of projects by means of content recommendation resources and collaboration tools among peers. For this reason, an active learning approach is used, PBL, defined as a student-centered learning method that emphasizes activities for project development. For the application of the proposed method an educational activity was structured consisting in the development of a project based on students' investigations related to a topic proposed by the teacher. The development of this project starts and ends in the classroom, but the intermediate stages can occur in other places. For the execution of the activity, a tool was developed for fostering collaboration between students. For the execution of the activity, a tool was developed for fostering collaboration between students. This allows a higher interaction between participants and the possibility of students to collaborate on each other's projects. During the development of their projects, the tool suggests additional materials related to the subject at hand, as a way to assist students in their research processes. For the evaluation of the proposed work, a quali-quantitative case study was structured, with data collected through computer logs, the analysis of the students' projects, questionnaires and interviews. Results from the experiments performed showed that the educational activity proposed by this work has contributed significantly to the development of projects and for a higher interaction among students.

Ten Years of Positive Feedback on Project-Based Learning From First-Year Engineering Students’ Perspective

2020 ◽  
Author(s):  
Anabela C. Alves ◽  
Francisco Moreira ◽  
Celina P. Leão ◽  
Sandra Fernandes
Keyword(s):  
Continuous Improvement ◽  
Engineering Students ◽  
Evaluation Process ◽  
Project Based Learning ◽  
First Year ◽  
Case Scenario ◽  
Student Centered ◽  
Student Centered Learning ◽  
Continuous Improvement Process ◽  
On Line

Abstract Project-Based Learning (PBL) is an active student-centered learning methodology. Several schools (of varying degrees of education) have implemented, in different ways, PBL, having as common strands that the student learns in teams, and being challenged in the context of a case-scenario. In Portugal, a PBL methodology has been implemented, in the first year of an Industrial Engineering and Management (IEM) program, for more than 15 years. This represents a total number above 700 students of IEM enrolled in PBL during the reported timeframe. A continuous improvement process of the PBL activities was relentlessly pursued during such period. Grounded on end-of-term on-line PBL process satisfaction questionnaires, as well as on results of each PBL edition final workshops, this paper studies and reports on a number of such achievements and shortcomings. Thus, this paper presents the analysis of the results of ten academic years of PBL evaluation process, grounded on the compiled results obtained from 2009/10 to 2019/20. Also, a synthesis of the effective findings (either positive or negative), systematically pointed out by the students, will be presented. Altogether, the PBL implementation in the IEM program has been very positive for students and teachers and worth for others to follow.

scholarly journals Meta Analisis Pengaruh Integrasi Pendidikan STEM dalam Model Project Based Learning Terhadap Hasil Belajar Siswa

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Nurul Izzah ◽  
Venny Mulyana
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Stem Education ◽  
Meta Analysis ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Project Based Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
And Mathematics

Education is essentially an activity carried out by students which results in changes in themselves. This principle implies that what must be prioritized is the learning activities of students instead of something that is given to students. STEM-based learning (Science, Technology, Engineering, and Mathematics) can train students to apply their knowledge to create designs as a form of solving environmental problems by utilizing technology. The learning model recommended for use in the 2013 curriculum is a student-centered learning model, one of which is the Project Based Learning model. This study will analyze how much influence STEM education with the PjBL model has on student learning outcomes. This study uses a meta-analysis method. determined via the Effect Size (ES). Research data were obtained from 25 national and international journals. The meta-analysis study is based on three categories, namely education level, subjects and student learning outcomes. The results showed that; first, the influence of the PjBL model of STEM education based on the level of education is most effective in SMP. ES value = 1.89 and categorized as high. Second, based on the type of subject, the most effective influence of the PjBL model of STEM education is Mathematics. ES value = 3,7 and categorized as high. Third, based on student learning outcomes, the influence of the PjBL model of STEM education is the most effective in the aspect of skills. ES value = 1.68 and categorized as high.

scholarly journals The Importance of Identifying Learning Styles in Medical Education

2018 ◽  
Vol 42 (3) ◽  
pp. 189-193
Author(s):  
Cynthia Caetano ◽  
Roseli Luedke ◽  
Ivan Carlos Ferreira Antonello
Keyword(s):  
Medical Education ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Learning Needs ◽  
Learning Approach ◽  
Student Centered ◽  
Student Centered Learning ◽  
Essential Information ◽  
Passive Learning ◽  
Teachers And Students

ABSTRACT Learning is a complex construct that involves several factors, mainly the interaction between teachers and students in the process of teaching and learning. Understanding how students learn and which factors influence academic performance is essential information for lesson planning and evaluation, in addition to allowing a better use of students’ learning potential and outcomes. The ability to constructively modify one’s behavior depends on how well we combine our experiences, reflections, conceptualizations, and planning to make improvements. This seems particularly relevant in medical education, where students are expected to retain, recall, and apply vast amounts of information assimilated throughout their training period. Over the years, there has being a gradual shift in medical education from a passive learning approach to an active learning approach. To support the learning environment, educators need to be aware of the different learning styles of their students to effectively tailor instructional strategies and methods to cater to students’ learning needs. However, the space for reflection on the process of teaching is still incipient in higher-education institutions in Brazil. The present article proposes a critical review of the importance of identifying students’ learning styles in undergraduate medical education. Different models exist for assessing learning styles. Different styles can coexist in equilibrium (multimodal style) or predominate (unimodal style) in the same individual. Assessing students’ learning styles can be a useful tool in education, once it is possible to analyze with what kind of learning students can better develop themselves, improving their knowledge and influencing positively in the process of learning. Over the last century, medical education experienced challenges to improve the learning process and curricular reform. Also, this has resulted in crucial changes in the field of medical education, with a shift from a teacher centered and subject based teaching to the use of interactive, problem based, student centered learning.

scholarly journals Education 4.0: Robotics Projects to Encourage 21st Century Skills

RENOTE ◽  
2021 ◽  
Vol 18 (2) ◽  
pp. 450-459
Author(s):  
Deivid Eive dos S. Silva ◽  
Aline De Oliveira Sousa ◽  
Marcela R. Oliveira ◽  
Marialina Corrêa Sobrinho ◽  
Eduardo Todt ◽  
...  
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Mobile Robotics ◽  
Project Based Learning ◽  
Self Assessment ◽  
Student Centered ◽  
Student Centered Learning ◽  
Grounded Theory Method ◽  
Creativity And Innovation

Education 4.0 is defined as a student-centered learning model that prepares young for the challenges of the 21st Century, how to deal with emerging technological resources and processes. This case study aimed to encourage 21st Century skills and competencies seen as relevant to Education 4.0, such as teamwork, communication, autonomy, creativity, and innovation. In this study, we analyzed the feedbacks collected to identify which skills were encouraged in undergraduate and graduate students during one semester of the Mobile Robotics discipline, using Project-Based Learning (PBL). Students carried out projects and answered a self-assessment questionnaire about their skills. The qualitative analysis of the case study followed the procedures of the Grounded Theory method. The results indicated that learning based on robotics projects could encourage teamwork, communication, and organization skills.

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