scholarly journals Critiquing Playful Project-Based Learning as Pedagogy for Entrepreneurship Education

2021 ◽  
Author(s):  
Adri Du Toit
Keyword(s):  
Learning Strategies ◽  
Entrepreneurship Education ◽  
Analytical Framework ◽  
Project Based Learning ◽  
The Body ◽  
Body Of Knowledge ◽  
Teaching Learning ◽  
Theoretical Foundations

The need to expand entrepreneurship education in learners’ schooling is a growing concern globally. It is especially pertinent in countries experiencing high levels of unemployment and ways to expand and improve its implementation is continually sought. Abundant research has been published about preferred pedagogies to enable and foster entrepreneurship education. Amongst these, project-based learning has long been recognized as one of the key teaching-learning strategies to enable meaningful entrepreneurship education. Recently, publications on ‘playful’ project-based learning as pedagogy for entrepreneurship education have increased notably. Theoretical foundations for this emerging new pedagogy in entrepreneurship education appear to be underprovided. Hence, the theoretical foundations provided by Biesta’s three functions of education, namely qualification, socialization and subjectification, were used as an analytical framework to explore what ‘good’ entrepreneurship education is (or should be) and how the pedagogy of playful project-based learning can bolster it. The chapter contributes to the body of knowledge by expanding insights into theoretical underpinnings for entrepreneurship education, as well as by critiquing playful project-based learning as pedagogical choice for implementing meaningful entrepreneurship education.

Exploring Graduate Entrepreneurship

2005 ◽  
Vol 19 (1) ◽  
pp. 11-23 ◽  
Author(s):  
Paul D. Hannon ◽  
Lorna A. Collins ◽  
Alison J. Smith
Keyword(s):  
Higher Education ◽  
Entrepreneurship Education ◽  
The Body ◽  
Entrepreneurial Activity ◽  
Learning Approach ◽  
Policy Makers ◽  
Knowledge Based ◽  
Body Of Knowledge ◽  
Uk Higher Education ◽  
Graduate Entrepreneurship

There is a strong interest in knowledge-based economies in increasing the levels of graduate entrepreneurship. The role of higher education in this context is crucial in enhancing the motivation and capability of graduates to engage in entrepreneurial activity. However, traditional pedagogical approaches in business and management as applied to entrepreneurship education may be limiting the opportunities for students to develop entrepreneurial skills, knowledge and behaviour. If the need for increased levels of graduate entrepreneurship is to be met, it is important to develop more innovative and entrepreneurial approaches. Shifting the underpinning paradigm to one derived from a humanist philosophy suggests a co-learning approach in which both learner and educator participate in the learning process. This paper highlights the need for innovation in the supply of entrepreneurship education in UK higher education institutions to enhance graduate entrepreneurship. The authors reflect on and examine the experience of piloting a collaborative co-learning approach to entrepreneurship education that engages university students from a range of disciplines, local entrepreneurs and educators in the learning and development process. Finally, they explore the challenge that embedding such an approach poses to the development of entrepreneurship education in UK HEIs. The paper adds to the body of knowledge in the area of graduate entrepreneurship and raises important issues for policy makers, practitioners, educators and entrepreneurs.

scholarly journals Sustainable Project-Based Learning Methodology Adaptable to Technological Advances for Web Programming

2021 ◽  
Vol 13 (15) ◽  
pp. 8482
Author(s):  
Juan Carlos López-Pimentel ◽  
Alejandro Medina-Santiago ◽  
Miguel Alcaraz-Rivera ◽  
Carolina Del-Valle-Soto
Keyword(s):  
Software Engineering ◽  
Learning Strategies ◽  
Educational Software ◽  
New Technologies ◽  
Project Based Learning ◽  
Plagiarism Detection ◽  
Web Programming ◽  
Technological Advances ◽  
Innovative Learning ◽  
Teaching Learning

The fast pace of development of the Internet and the Coronavirus Disease (COVID-19) pandemic have considerably impacted the educative sector, encouraging the constant transformation of the teaching/learning strategies and more in technological areas as Educational Software Engineering. Web programming, a fundamental topic in Software Engineering and Cloud-based applications, deals with various critical challenges in education, such as learning continuous emerging technological tools, plagiarism detection, generating innovative learning environments, among others. Continual change and even more change with the current digitization becomes a challenge for teachers and students who cannot depend on traditional educational methods. The article presents a sustainable teaching/learning methodology for web programming courses in Engineering Education using project-based learning adaptable to the continuous web technological advances. The methodology has been developed and improved during 9 years, 15 groups, and 3 different universities. Our results demonstrate that the methodology is adaptable with new technologies that might arise; it also presents the advantages of avoiding plagiarism in students and a personalized induction for every specific student in the learning process.

Education in agricultural entrepreneurship: training needs and learning practices

2020 ◽  
Vol 62 (7/8) ◽  
pp. 723-739
Author(s):  
Alexandra Pliakoura ◽  
Grigorios Beligiannis ◽  
Achilleas Kontogeorgos
Keyword(s):  
National Level ◽  
Entrepreneurship Education ◽  
Research Field ◽  
The Body ◽  
Entrepreneurship Training ◽  
Content Type ◽  
Agricultural Enterprises ◽  
Body Of Knowledge ◽  
Research Findings ◽  
Agricultural Entrepreneurship

PurposeThe purposes of this study are: first, to conceptualize entrepreneurship and entrepreneurship education in agriculture; second, to highlight the role and necessity of entrepreneurship education in enhancing entrepreneurship; and third, to formulate relevant research proposals.Design/methodology/approachThe quantitative data were collected through a survey (structured questionnaire) distributed to 412 agricultural enterprises in the region of Aitoloakarnania in Greece. The responses were analyzed using both descriptive and inferential statistical methods.FindingsThe findings of the study indicate that farmers/landowners have low levels of entrepreneurship education (only 30.6% have received relevant education) and thus have higher needs. The 50.2% of respondents declare that they are willing to pay in order to attend an entrepreneurship education program.Research limitations/implicationsExisting entrepreneurship education research is useful in delineating the body of knowledge of what, when and how farmers need it, giving policymakers and researchers the opportunity to evaluate and build on research findings.Originality/valueGiven the shortage of identified research data, particularly at national level, on the role of education in agricultural entrepreneurship, this study contributes significantly to this research field, as the recognition of educational needs that affect the effectiveness of “agri-business” appears to be a crucial event for the future of agricultural entrepreneurship.

scholarly journals The Development of Innovation Skills through Project Based Learning

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Douglas J. Asbjornsen
Keyword(s):  
Learning Strategies ◽  
Problem Based Learning ◽  
The United States ◽  
Project Based Learning ◽  
Constructivist Theory ◽  
Risk Propensity ◽  
Learning Problem ◽  
Teaching Innovation ◽  
Teaching Learning ◽  
The Impact

Innovation is valued worldwide. Some would argue it has been and continues to be one of the strengths of the United States. Both technical and social innovators are sought after by businesses and other organizations, seeking to invent new products, cure diseases, develop new processes, etc. But how does one become an innovator? How do we as individuals acquire the requisite knowledge, skills, and attitudes that are critical for innovation? Are these directly and/or indirectly taught? If directly taught, are there strategies and methodologies that are more efficient and effective in teaching innovation? Can we measure the learning? Project-based and Problem-based Learning, based upon Constructivist theory, are teaching/learning strategies that may be both effective and efficient in helping students become better innovators. This review asks a number of questions, attempts to answer them, and does a review of the history and empirical research on Project-Based Learning/Problem-Based Learning (PBL). Originally, special emphasis of this study focused on the impact Project-based Learning has on 1) Creativity, 2) Self-Efficacy, 3) Energy, 4) Risk-propensity, and 5) Leadership. After no connections were found due to lack of research focusing on PBL and these constructs, the focus turned to the impact PBL has on overall academic performance.

scholarly journals Scientific literacy: a key part of school contexts

2021 ◽  
Vol 14 (33) ◽  
pp. e15611
Author(s):  
Stefanny Colonia Cerna ◽  
Doris Fuster-Guillén ◽  
Angélica Sánchez Castro ◽  
Hugo Wálter Maldonado Leyva ◽  
Teodoro Víctor Cabezas Ramírez
Keyword(s):  
Learning Strategies ◽  
Scientific Knowledge ◽  
Scientific Literacy ◽  
Actual World ◽  
Project Based Learning ◽  
Discovery Learning ◽  
School Contexts ◽  
Four Dimensions ◽  
Learning Research ◽  
Teaching Learning

The work conducted a bibliographic review on alphabetization scientific, which is understood as the ability to use scientific knowledge in order to understand and help make decisions about the actual world. It also sought to explain the evolution of the dimensions of scientific literacy and to present theoretical proposals for methodological strategies to help improve it. Articles, doctoral theses and PIS test reports were reviewed to reach  two   conclusions:     1) it is essential to develop the four dimensions of scientific literacy, because, in this way,  scientifically literate students will be trained; that is, they are able to become world that goes through constant scientific and technological and 2) it is necessary to update the teaching-learning strategies  by  those that are part of the so-called  active methodology such as discovery learning,  research-based learning and  project-based learning.

scholarly journals Consumer Studies student teachers’ affective experiences during project-based learning

2016 ◽  
Vol 35 (1) ◽  
Author(s):  
Adri Du Toit ◽  
Marietjie Havenga ◽  
Marthie Van der Walt
Keyword(s):  
Teacher Preparation ◽  
Lifelong Learning ◽  
Student Teachers ◽  
Learning Strategies ◽  
Training Programme ◽  
Project Based Learning ◽  
Self Directed Learning ◽  
Affective Factors ◽  
Consumer Studies ◽  
Teaching Learning

The implementation of project-based learning has the potential to develop affective factors positively in students, which may foster self-directed lifelong learning. Lifelong learning is a key requirement for teachers to keep current and knowledgeable in their fields of expertise, as well as to satisfy the demands set for learners and teachers in the 21st century. This is especially important for teachers in Consumer Studies ‒ a dynamic and valuable subject in South African schools. Promoting lifelong, self-directed learning as part of the training of Consumer Studies student teachers is therefore essential. Several affective factors, for example motivation, contribute to the promotion of learning and can be developed through the selection of appropriate teaching-learning strategies. Affect can influence learning through memory processes, learning processes, attention span, experiences and motivation. A case study was undertaken to investigate how project-based learning contribute to affective factors within an existing university training programme for Consumer Studies student teachers and how it promotes their learning. Students registered for a Consumer Studies teacher preparation programme were selected as participants and data collected by means of open-ended questionnaires, weekly reflections, as well as focus group and individual interview sessions. Findings indicate that the application of project-based learning promoted affective factors in the student teachers, especially motivation, the value they placed on learning, as well as the development of a positive attitude towards learning ‒ all of which contribute to the promotion and development of positive learning experiences. Developers of preparation programmes for Consumer Studies student teachers could implement this information to enhance such programmes. Possibilities exist for further research regarding the connection between projectbased learning and other affective factors contributing to learning in Consumer Studies student teacher preparation programmes.

scholarly journals Estrategias didácticas en un entorno universitario como apoyo a la educación presencial

2019 ◽  
pp. 34-46
Author(s):  
Jovita Georgina Neri-Vega ◽  
Maribel Quezada-Moreno ◽  
Yolanda Cortés-Álvarez ◽  
Aarón Iván González-Neri
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Project Based Learning ◽  
Information Storage ◽  
University Environment ◽  
Face To Face ◽  
Teaching Learning ◽  
The University ◽  
Assessment Questionnaire

This work presents research related to the learning strategies used in a university environment in face-to-face education, the strategies mentioned are the active master class, the case study, the debate, the game of roles and project-based learning. Methodology: A descriptive design was used, carrying out data collection through the "University Students Learning Strategy Assessment Questionnaire". Results: Students have enough learning strategies to achieve the objective of their university studies successfully. In addition, there is acceptance by students of the implementation of the various strategies in a face-to-face course, as it allows them to address the issues using the strategy that allows better learning. Conclusions: Given the process of applying the educational model in Higher Education, learning environments should be created that facilitate innovation and student participation in the teaching-learning process, considering both the component teaching as the human dimension. In in-person students, the results demonstrate better information storage skills.

scholarly journals PEMAHAMAN GURU IPA DALAM STRATEGI PEMBELAJARAN PETA PIKIRAN (MIND MAP)

EDUTECH ◽  
2017 ◽  
Vol 16 (1) ◽  
pp. 73
Author(s):  
Natalia Rosa Keliat
Keyword(s):  
High School ◽  
Learning Strategies ◽  
Science Teachers ◽  
Cognitive Abilities ◽  
Concept Maps ◽  
Problem Based Learning ◽  
Project Based Learning ◽  
Learning Mechanisms ◽  
Central Java ◽  
Teaching Learning

Abstract. This researchs were conducted in Salatiga primary high school, Central Java and the subject of were taken from 23 science teachers which used interview and observation tech-niques. The aim of this study was firstly, to assess learning strategies of science in Salatiga prima-ry high school, and secondly to assess the obstacles and constraints that faced the science teach-ers in the implementation of learning strategies in the classroom. Further more the percentage of the understanding and application of mind map model, and also to assess the obstacles and con-straints in the implementation of mind map in the classroom. Data were analyzed by using de-scriptive qualitative method. The results showed that the percentage of science teachers using discussion methods are 78.26%, 21.74% by concept maps, 30.43% by demonstrations, 39.13% by lectures, 34.78% using mind map respectively by other strategies such as card games, quiz, pro-ject based learning, discovery, problem based learning, contextual teaching learning, and inquiry is 43,8%. Teachers faced difficulty to allocate the time in the classroom because students who had lower levels of cognitive abilities require a longer time to understand the strategies in the class-room. The percentage of teachers using mind map in teaching only reach at 34.78%, while 65.22% teachers still not applying yet. Results of interview which were conducted approximately 47.83% to the teachers who understand the learning mechanisms model of mind map, and 52.17% did not understand the principles of learning using mind map. However, in its application in the classroom teachers face some problems, for example, it is take time to implemented, and the other subjects difficult to finished on time. More over, other constraints that faced are the students still have difficulty in making mind map because lack of exercise, as well as students who are already familiar with the habit pattern of teacher using teaching center.Abstrak. Penelitian ini dilaksanakan di SMP Salatiga, Jawa Tengah dengan subjek penelitan adalah guru bidang studi IPA yang berjumlah 23 orang dengan menggunakan teknik wawancara dan observasi. Penelitian ini bertujuan untuk mendata strategi pembelajaran IPA yang dilakukan guru SMP Kota Salatiga, kendala yang dihadapi guru dalam melaksanakan strategi pembelajaran di kelas, persentase pemahaman dan penerapan mind map oleh guru IPA SMP Kota Salatiga, serta kendala dalam melaksanakan strategi mind map di kelas. Analisis penelitian yang digunakan adalah deskriptif kualitatif. Hasil menunjukkan persentase guru IPA yang menggunakan strategi diskusi mencapai 78.26%, peta konsep 21,74%, demonstrasi 30,43%, ce-ramah 39,13%, mind map 34,78% dan strategi-strategi lain seperti permainan kartu, cerdas cer-mat, project based learning, discovery, problem based learning, CTL, inquiry mencapai 43,8%. Dalam menerapkan strategi yang bervariasi guru mengalami kesulitan dalam mengatur alokasi waktu pembelajaran di kelas dikarenakan peserta didik yang memiliki tingkat kemampuan kogni-tif rendah membutuhkan waktu yang lebih lama untuk memahami strategi pembelajaran yang dipakai di kelas. Dalam penerapan mind map, menunjukkan persentase jumlah guru yang menggunakan mind map dalam pembelajaran di SMP Kota Salatiga hanya mencapai 34,78% dan yang masih belum menerapkan pembelajaran model mind map mencapai 65,22%. Berdasarkan hasil wawancara diketahui bahwa sekitar 47,83% guru tersebut memahami prosedur pembelajaranmodel mind map, selebihnya sebesar 52,17% mengatakan belum memahami prinsip pembelajaran menggunakan mind map. Guru menjelaskan bahwa mind map sangat potensial digunakan se-bagai suatu teknik untuk meningkatkan pembelajaran peserta didik. Meskipun demikian, dalam penerapannya di kelas guru mengalami kendala dalam pengaplikasian mind map, misalnya dibu-tuhkan waktu yang cukup lama untuk menerapkan mind map sehingga materi lainnya tidak dapat diselesaikan tepat waktu. Selain itu, kendala lain seperti siswa masih kesulitan dalam membuat mind map dikarenakan kurang latihan, serta siswa yang sudah terbiasa dengan kebiasaan pola pengajaran teacher center sehingga model mind map ini dianggap sulit bagi siswa. 

Promoting interdisciplinarity through an intensive entrepreneurship education post-graduate workshop

2018 ◽  
Vol 8 (1) ◽  
pp. 41-55 ◽  
Author(s):  
Sharyn McDonald ◽  
Frank Gertsen ◽  
Claus A. Foss Rosenstand ◽  
Christian Tollestrup
Keyword(s):  
Entrepreneurship Education ◽  
The Body ◽  
Design Development ◽  
Content Type ◽  
Tertiary Institutions ◽  
Interdisciplinary Learning ◽  
Body Of Knowledge ◽  
Education Workshop ◽  
Creativity And Innovation

Purpose While creativity and innovation are found within many disciplines, the opportunity to develop a tangible skill set and share ideas with contemporaries can be limited within the siloed structure of many tertiary institutions. The purpose of this paper is to evaluate a model that addresses the pedagogical challenge of interdisciplinary learning. Design/methodology/approach This paper adopts a case-based approach. The case subject is Aalborg University that founded an intensive entrepreneurial education workshop that incorporates a problem-based learning (PBL) approach. This paper evaluates the program design, development, and replication plus compares the motives and subsequent experiences between workshop participants in Denmark and Australia. Findings The findings of this case study validate the centrality of entrepreneurship education as a discipline which has the capacity to unite staff and students approaching problems from various fields. The workshop design was adapted to the changing needs and expectations of staff and students and was successfully replicated overseas. Originality/value Denmark established an innovative, intensive workshop which seized the opportunity to deliver an engaging program that unlocks untapped creative potential among students from diverse cultures and multiple disciplines. Overall, this research contributes toward the body of knowledge examining student engagement and the delivery of PBL activities within an interdisciplinary learning environment.

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