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Project-based learning (PjBL) is becoming widespread in many schools. However, the evidence of its effectiveness in the classroom is still limited, especially in basic education. The aim of the present study was to perform a systematic review of the empirical evidence assessing the impact of PjBL on academic achievement of kindergarten and elementa...
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Context 1
... on request of an anonymous reviewer, we added two extra studies included in a meta-analysis. Therefore, the final sample of articles reviewed for inclusion comprised eleven articles (see Table 1) [37][38][39][40][41][42][43][44][45][46][47]. Fig 1 shows a PRISMA flowchart summarizing the literature search process. ...Context 2
... were resolved by discussion and consensus between the two researchers until there was 100% agreement. Table 1 provides a detailed summary of the eleven studies included in this review. Overall, many of the coded elements showed substantial heterogeneity, such as sample size, age of participants, duration of the interventions, or reported outcomes. ...Context 3
... can be seen in Table 1, most of the studies included in this review reported positive effects of PjBL on academic achievement. More precisely, six studies showed significant improvement of students trained through PjBL compared to students trained with other methods; three studies obtained improvements through both methods (without making comparisons between the experimental and control groups); one study found no significant difference between PjBL and other types of training; and the remaining study reported no quantitative data. ...Similar publications
The information era puts higher requirements on current students’ learning methods to develop 21st-century skills. Project-based learning (PBL) and gamified learning have been two effective learning approaches, leading to an innovative exploration of combining both to improve learning outcomes. This study presents a systematic review of the literat...
Citations
... A pesar de sus diferencias procedimentales y finalidades, es habitual encontrar un empleo indistinto y asimilado de los términos Aprendizaje Basado en Proyectos (ABP), del inglés Project Based Learning (PBL o PjBL), y Aprendizaje Basado en Problemas (PBL) cuando nos referimos a ambas metodologías activas en el ámbito educativo. En el ABP, el alumnado realiza actividades encaminadas a un producto final, mientras que en el PBL se define un problema para su comprensión y posible resolución por medio de un trabajo grupal o un estudio independiente en un tiempo menor (Ferrero et al., 2021;Restrepo-Gómez, 2005;Maudsley, 1999). En esta metodología, el/la docente actúa como facilitador/a o guía (Woods, 1985), ayudando a sus estudiantes a desarrollar sus habilidades metacognitivas, el razonamiento y pensamiento crítico y, por lo tanto, a adquirir una mayor autonomía (Barrows, 1992). ...
El Aprendizaje Basado en Proyectos (ABP), genera contextos integrados de enseñanza primando los procesos de aprendizaje competencial. El ABP favorece el desarrollo de habilidades cognitivas, lingüísticas y sociales del alumnado, fomentando la participación activa, la motivación y la creatividad. Sin embargo, la investigación sobre ABP adquiere matices diferenciales en su implementación en los diferentes niveles educativos. Este estudio descriptivo e inferencial analiza la investigación didáctica publicada, desde 2015 a 2022, siguiendo las directrices PRISMA. Los resultados obtenidos informan de una destacada presencia española en las áreas de las Ciencias Naturales. Los resultados sugieren una mayor extensión curricular de esta metodología activa y su atención en la formación inicial del profesorado.
... While the existing studies in China mainly focus on the corporate social responsibility assessment of listed companies [35] and state-owned enterprises. At the same time, due to the unique characteristics of China's social culture and management systems, it requires more attention to local connotations [37]. The social responsibility of kindergartens includes universal inclusiveness [7], safe and high-quality education services [38], government financial support and timely feedback to parents [29], participation in community social services [39], and the protection of the interests of teachers and employees [40]. ...
China is determined to accomplish universal preschool education by asking the kindergartens to participate in social responsibility programs. This study intends to assess the level of participation of inclusive kindergartens in social responsibility programs. This study uses the Delphi expert method, integrated ISO26000 International Standard Guidelines for Social Responsibility, CSR (Corporate Social Responsibility) Scale, and the characteristics of the preschool education industry to construct a social responsibility evaluation model for inclusive kindergartens. It includes five dimensions (responsibility management, customer responsibility, employee responsibility, social service, and organizational responsibility) to show the social responsibility status of kindergartens. Data was collected from 832 respondents from 27 provinces, cities, and regions in China. This study reveals that the overall performance of social responsibility of inclusive kindergarten (3.67) is better, while organization responsibility (3.91) shows the highest performance. In comparison, customer (3.63) and staff responsibility (3.63) deliver average performance, and responsibility management (3.56) offers lower performance. The statistical analysis shows that the nature of kindergartens, whether inclusive or not, the number of classes, years of establishment, the distribution area, and performance are different. Kindergartens should have certain social values, including specific behaviors and participating in social activities in the spirit of social service. They should ensure preschool teacher's professional and vocational development through multiple subjects' synergetic governance. In addition to fulfilling the teachers' social responsibility and professional development, the findings can put forward the cooperation with the government, social organizations, and kindergartens to improve teachers' professional quality and social responsibility.
... Blended learning), or more participatory and collaborative processes. However, very frequently, these innovations are incorporated in schools under the influence of temporary short-term trends, with little reflection on why they are being done and without considering scientific studies that support their benefits for learning (Ferrero et al., 2016(Ferrero et al., , 2021. In recent years, and linked to the concept of innovation, the concept of disruption has also emerged in reference to forms of transgression, rupture, and radical transformation in educational practices. ...
This paper presents a Systematic Literature Review (SLR) about pedagogical innovation and disruption in music education. A rigorous SLR process was applied to the selection of papers related to innovative practices in music education at different educational levels and in a range of contexts. Although there are similar studies on innovation in education, there is no SLR on pedagogical innovation and disruption in music education using this method. The purpose of this study is to present an example of how to do an SLR and to share the findings of the review itself. We also provide a snapshot based on a tight SLR process of some instances of innovation in music education that, in some way, are drawing the paths to be followed in future investigations. According to the categories of innovation that we have established to analyze our corpus of papers, disruption is produced by modifying four fundamental factors in the act of learning (purpose and context learning, teacher/student relationship, and learner role). These factors can contribute to developing a more flexible and open curricula incorporating a holistic, collaborative, and interdisciplinary vision of learning. We consider that the value of this study lies in reflecting a systematic methodological process for the analysis of the scientific literature as well as the findings.
... A recent meta-analysis (Chen & Yang, 2019) showed that PBL improves academic achievement when compared to traditional instruction. However, a systematic review by Ferrero et al. (2021) showed that studies about PBL in Primary Education had important methodological fl aws, and reported insuffi cient information about important aspects, such as materials, procedures and key requirements to guarantee the success of PBL. ...
... Besides, social and emotional competencies knowledge have been added in this study. PBL Primary Education programmes was still scarce (Ferrero et al., 2021) but research (Seçgi, 2020 showed that learning values through PBL develops social skills. ...
Background:
Cooperative learning and Project-Based Learning are methodologies that can promote learning environments and improve learning, school achievement, and social and emotional competencies.
Method:
A mixed combination of these two methodologies called Cooperative Project-Based Learning was designed, and a quasi-experimental evaluation study with a pre-test and a post-test was conducted with a sample of 156 students from Primary Education. Literacy competence and social and emotional competencies, including empathy, were analyzed and compared between experimental and control groups.
Results:
The intervention effectively increased scores on literacy competence, social and emotional competencies, and empathy in the experimental group, significantly more than in the control group. The girls in the experimental group exhibited greater improvement than the controls in literacy competence, social and emotional competencies and empathy. However, the boys in the experimental group were only different from the boys in the control group in literacy competence, but not in the other two variables.
Conclusions:
These results have implications for school practice and curriculum planning in Primary Education. New lines of future research are also being opened based on the impact of Cooperative Project-Based Learning on other key competencies and on the prevention of antisocial behaviors.
... Para ello, crearon un programa de formación de tutores, conocido como Programme for Faculty Development, que les capacitaría para desarrollar su actividad adecuadamente(Arpí et al., 2012). Los resultados del proyecto de Evans fueron muy positivos y desencadenaron un creciente interés por la metodología, que se ha ido perfeccionando desde entonces(Barrows, 2000;Doppelt, 2003).Aunque las evidencias científicas acerca de los beneficios del aprendizaje basado en proyectos se concentran en niveles de educación superior, es en educación primaria donde se está observando un mayor crecimiento en el desarrollo de actividades basadas en este tipo de metodologías(Ferrero et al., 2021;Torp & Sage, 2007;Zakaria et al., 2019). Ferrero et al (2021) llevaron a cabo recientemente una revisión bibliográfica sobre los beneficios encontrados para estudiantes de primaria. ...
Este Trabajo de Fin de Máster presenta una propuesta de innovación
educativa mediante el diseño de una intervención didáctica destinada a optimizar
las condiciones de enseñanza-aprendizaje de la Unidad Didáctica de Las
Energías Renovables de la asignatura Cultura Científica de 4º de ESO. Se trata
de una actividad inspirada en la metodología del Aprendizaje Basado en
Proyectos, que encuentra sus raíces en el constructivismo y en el aprendizaje
activo.
El proyecto consiste en la búsqueda de una fuente de energía alternativa en
un escenario de acceso restringido a este y otros recursos vitales, previamente
introducido por medio de un episodio de la serie de televisión “El Colapso”. En
este contexto, los estudiantes tendrán que colaborar en la construcción de un
prototipo tecnológico que permita el aprovechamiento de alguna fuente de
energía renovable.
Mediante esta propuesta se espera que los estudiantes jueguen un papel más
activo en el proceso de enseñanza-aprendizaje, a través de la investigación, la
experimentación y la reflexión, y que desarrollen, de manera transversal, las
competencias clave propias de la LOMCE.
... Pembelajaran berasaskan projek boleh diaplikasikan di prasekolah, sekolah rendah (Farida & Rasyid, 2019;Tascı, 2015), sekolah menengah (Isaacson et al., 2020) sehingga ke peringkat pengajian tinggi (Rodríguez et al., 2015) mengikut kursus-kursus yang bersesuaian. Malahan, pembelajaran berasaskan projek juga telah terbukti memberi impak yang positif kepada pencapaian akademik di peringkat prasekolah dan sekolah rendah (Ferrero et al., 2021). Ini ditambahkan lagi dengan bukti bagaimana pembelajaran berasaskan projek juga meningkatkan tahap kemahiran pelajar dalam sesuatu bidang seperti penambahbaikan dalam berbahasa Inggeris (Shafiekah Sapan et al., 2019) dan matematik (Gerhana et al., 2017) berbanding kaedah sedia ada. ...
Abstrak: Pembelajaran berasaskan projek merupakan satu kaedah berpusatkan pelajar yang yan dapat melatih kemahiran abad ke-21. Kemahiran kepimpinan dengan berfokuskan komunikasi dan kerjasama berpasukan merupakan antarakemahiran yang boleh diterapkan dan diperoleh melalui pembelajaran berasaskan projek. Ketiga-tiga nilai yang saling berkait ini merupakan kemahiran yang perlu dimiliki oleh setiap pelajar di peringkat pengajian tinggi sebagai persiapan sebelum melangkah ke alam pekerjaan dan berbakti dengan masyarakat. Pembelajaran berasaskan projek di peringkat universiti bukan sahaja dapat memberi impak yang positif kepada pencapaian kecemerlangan akademik semata-mata, malahan dapat membentuk kemahiran-kemahiran insaniah yang bakal digunakan dalam kehidupan. Makalah ini merupakan tinjauan awal membincangkan bagaimana pembelajaran berasaskan projek dapat menggarap nilai kepimpinan dengan berfokuskan komunikasi dan kerjasama berpasukan
dalam kursus alam sekitar. Kajian dijalankan melalui pemerhatian penyelidik bermula minggu
pertama dan refleksi yang diberikan oleh pelajar apabila berakhirnya projek. Refleksi juga
dinilai dari sudut pandang ketua kumpulan dan ahli kumpulan. Hasil kajian mendapati
pembelajaran berasaskan projek dapat menerapkan nilai-nilai tersebut dan perlu diteruskan
dalam kursus-kursus lain supaya pelajar lebih bertanggungjawab dalam setiap keputusan dan
tindakan mereka.
... Pada jurnalnya, Ferrero dkk menjelaskan bahwa Pendekatan Project Based Learning memberikan dampak pada anak di sekolah jenjang TK dan SD pada bidang sains, matematika dan bahasa inggris (Ferrero, Vadillo, & León, 2021). Selain itu, project based learning juga diintegrasikan dalam seni (art). ...
Perilaku sosial merupakan salah satu aspek perkembangan yang penting untuk distimulus sejak usia dini. Melalui penelitian ini, peneliti menganalisa hasil temuan jurnal terkait dengan perilaku sosial anak dalam pembelajaran musik serta pendekatan project based learning terhadap perilaku sosial sebagai salah satu pendekatan yang pada anak usia dini. Penelitian ini merupakan penelitian studi pustaka/ literature dengan menggunakan buku, catatan hasil observasi serta penelitian terdahulu sebagai sumber data primer maupun sekunder. Berdasarkan hasil analisa penelitian, peneliti menemukan peranan pembelajaran musik berupa ansambel musik perkusi yang dapat digunakan sebagai salah satu aktivitas dalam meningkatkan perilaku sosial melalui sebuah pendekatan project based learning. Kegiatan ansambel musik perkusi serta pendekatan project based learning ini memberikan banyak kesempatan pada anak usia 5-6 tahun untuk berinteraksi, bekerjasama dengan teman lainnya, serta peduli dengan teman lainnya
... An analysis of the studies finally included was conducted from a twofold perspective. On the one hand, descriptive information about the studies and their findings (author, objective, design, participants and intervention was extracted; on the other hand, the quality of the included studies using an adaptation of the quality scale developed by Ferrero et al. [31] was analyzed, for application in interventions based on Project-Based Learning [32]. This scale includes items which analyze methodological aspects related to the quality of educational interventions such as randomisation, experimental control or the measurement of the validity and reliability for the variables used. ...
... The performance and assessment of students with high abilities will be positive as long as educational measures are adapted to their individual needs and presents them with a cognitive challenge. Otherwise, the likelihood of school failure will increase considerably, either because of boredom or a lack of interest, or due to insufficient psychosocial support resources [32,33,35,40]. ...
... These findings are consistent with the study by Steenbergen-Hu et al. [28] in which they report the low quality of underachievement interventions with gifted students. Previous studies where the quality of educational interventions has been analysed have called for caution in making interpretations based on studies with low methodological quality [32]. In particular, this study states "if all of these results had been collated in a quantitative meta-analysis without a proper analysis of their quality, most likely the conclusions would have been deceivingly positive" [32]. ...
1) Background: Educational attention to gifted students has not been a well-established line of research due to the multiple conceptions about their characterisation. While educational attention has tended to respond to students who present learning difficulties due to their limitations, it has been observed that gifted students may also fail in their studies. The purpose of this study is to examine educational interventions carried out with this population worldwide; (2) Methods: The methodological design is a systematic review, following the PRISMA guidelines, in the Scopus and WOS databases on educational interventions and gifted students; (3) Results: The papers were studied through a qualitative content analysis based on a population of 557 articles, with a final sample of 14, finding a great variety of didactic strategies and models oriented to meet the needs of this group. In relation to the quality of the studies, the lack of pre-post methodological designs focused on performance stands out; (4) Conclusions: Educational research with gifted population demands more interventions personalised to the specific characteristics of the students. In addition, there is a need for further research with quasi-experimental designs with this population to identify quality, not generalised, interventions to meet these needs and replace them with individualised adaptations regarding the needs and interests of these students in order to increase their motivation and reduce failure.
Perubahan daripada penggunaan kaedah pembelajaran secara tradisional yang melibatkan peranan guru secara menyeluruh kepada pembelajaran yang berpusatkan pelajar adalah seiring dengan kemajuan teknologi masa kini yang mementingkan seseorang individu agar bersikap proaktif, berkeupayaan menyelesaikan masalah, berfikiran kritis dan kreatif serta mampu menghasilkan produk atau inovasi. Selaras dengan keperluan tersebut, strategi Pembelajaran Berasaskan Projek (PBP) telah digunakan dalam pengajaran dan pembelajaran (PdP) berdasarkan Teori Konstruktivisme iaitu “belajar dengan melakukan” atau “learning by doing”. Kertas konsep ini mengupas ciri-ciri PBP, manfaat, serta cabaran pelaksanaannya dikalangan pelajar dan guru. Kupasan yang dibuat di dalam kertas konsep ini adalah menggunakan data sekunder daripada sumber-sumber berwasit seperti jurnal dan buku kajian lepas.
