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Project-Based Learning - Science topic
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Questions related to Project-Based Learning
Compare the use of project-based learning (PBL) andauthentic assessments in early childhood orsecondary education with their adoption in medicaleducation.
For interested colleagues: https://link.springer.com/journal/42321/volumes-and-issues/48-2
Special Issue in English Teaching & Learning: Motivation in the English Language Classroom
Editors: Mairin Hennebry-Leung & Martin Lamb
Papers:
- Language Learning Motivation in Diverse Educational Contexts
- Unlocking the Magic of Gamification for Preschool Language Learners: A Non-digital Approach to Boosting Reading Engagement at Home
- Exploring the Process of L2 Demotivation: Cases From Year-One Junior High School EFL Learners in China
- Learner Engagement, Directed Motivational Currents, and Project-Based Learning: A Pedagogical Intervention with English Learners
- Examining the Effects of L2 Self-Guides on Chinese University EFL Learners’ Attitudes Towards Classroom Language Choice
- Four Task Characteristics and Their Influence on Speaking Performance and Engagement
Interdisciplinary project-based learning AI laboratories are generally suitable for which age group in Europe and the United States, and are they more effective in cultivating future scientifically literate talents?
How does project-based learning influence inventor mindset?
In order to better promote interdisciplinary integrated education in our country. Regarding interdisciplinary project-based learning, what are the international evaluation standards for teachers, students, and projects? Why do the curricula and formal approaches vary so much in each country?
How can generative artificial intelligence be integrated to STEAM project-based learning?
I want some suggestions about proposed programs or strategies for project-based learning?
I am a researcher
I'd like more advice
I would like to use the project-based learning method to develop innovative thinking in biology among 16-year-old students. I believe that my use of educational platforms and the use of digital videos and designs will help my students more understand the subject and expand their new ideas.
But from my point of view, reading is always better than watching. When I read a topic, I will imagine its shape, and that imagination will generate new innovations. But when I watch a video, my imagination will be determined by the shape I saw.
Note
that I am a researcher and would like to use the project-based learning method, but I am afraid that the class time is not enough compared to the amount of material that will be offered.
I hope to get answers on how best to use this strategy, and how to start getting my students excited about the lesson
Hello everybody,
Could anyone please suggest some journals with publication fees or free that publish quickly in the domain of education for a topic titled "Project-based learning?" My university asks for indexed journals in WOS, Scopus, ESCI, and JCR.
Thank you very much.
We are calling for a paradigm shift in engineering education. In times of the Fourth Industrial Revolution (“4IR”), a myriad of potential changes is affecting all industrial sectors leading to increased ambiguity that makes it impossible to predict what lies ahead of us. Thus, incremental culture change in education is not an option anymore. The vast majority of engineering education and training systems, having remained mostly static and underinvested in for decades, are largely inadequate for the new 4IR labor markets. Some positive developments in changing the direction of the engineering education sector can be observed. Novel approaches of engineering education already deliver distinctive, student-centered curricular experiences within an integrated and unified educational approach. We must educate engineering students for a future whose main characteristics are volatility, uncertainty, complexity, and ambiguity. Talent and skills gaps across all industries are poised to grow in the years to come. Therefore, promote an engineering curriculum that combines timeless didactic tradition, such as Socratic inquiry, project-based learning, and first-principles thinking with novel elements (e.g. student-centered active and e-learning by focusing on the case study and apprenticeship pedagogical methods) as well as a refocused engineering skillset and knowledge. These capabilities reinforce engineering students’ perceptions of the world and the subsequent decisions they make. This 4IR engineering curriculum will prepare engineering students to become curious engineers and excellent communicators better navigating increasingly complex multistakeholder ecosystems.
What are your opinions?
What are your insights?
Do you know great articles or books which cover this topic well?
Many thanks for your perspective!
I would like to open this thread for the RG community to discuss.
According to Wikipedia commons, "Open learning" is an innovative movement in education that emerged in the 1970s and evolved into several fields of practice & study, either enhancing learning opportunities or broadening learning opportunities. Open learn as a learning technique has been very well established by some universities around the world, please check:
Article Open Learning
On the other hand, "Education 4.0" is a new term coined to another term, "the 4th industrial revolution" aiming at transforming education using advanced tech & project-based learning (https://www.creatrixcampus.com/blog/Education-4.0) & it looks like a lot of money is giving to it (https://educationfour.com/)
also, check for more information: Salmon, G. (2019), May the Fourth Be with You: Creating Education 4.0. Journal of Learning for Development, 6(1), 95-115.
According to open Learning create, the term came into use in 2017, and it has been gaining attention in some learning & teaching communities.
Thank you all for your participation, the forum is open to all & I hope that the thread will be useful for eLearning communities.
Dear colleagues,
I have some doubts about the correctness of the following analysis.
A class of 79 students underwent three different teaching methods that chronologically presented themselves in this sequence:
(a)Project based learning 1 (b)Traditional lecturing (c) Project-based learning 2
The first methodology (PBL1) and the last (PBL2) are the same although their implementations have been slightly changed in aspects external to the structure that scientifically makes them define as such. The idea was to verify that there was a compliance of data (performance at the examination and perception of the learning experience) despite the diversity of content involved, variations in the demands on the final product and different time location.
For the collection of data on the perceptive aspect, a 5-point Likert questionnaire was used (not at all, little, enough, very, very much) which investigated the following aspects:
PERSONAL PERCEPTION OF THE LEARNING EXPERIENCE
Items (a5 b5 c5; a8 b8 c8); (a6 b6 c6);(a9 b9 c9); (a12 b12)
PERCEIVED PRESENCE OF SPECIFIC DIDACTIC ELEMENTS DURING THE LESSON
Items (a1 b1 c1) ;(a3 b3 c3) ;(a4 b4 c4) ;(a5bis b5bis c5bis) ;(a6bis b6bis cbis6) ; (a7 b7 c7)
As you can see, for each methodology, students were asked the same types of questions (however, spaced out in the questionnaire). E.g. Sense of usefulness and meaningfulness conveyed to students (a4 b4 c4)
VALIDITY AND RELIABILITY
As far as Validity is concerned, it has been searched with data already acquired through the EXPLORATORY FACTORIAL ANALYSIS as follows:
The items, already selected on a theoretical basis after a first phase of questionnaire design, have been uploaded and refer to the PERSONAL PERCEPTION OF THE LEARNING EXPERIENCE.
It has been searched the number of factors with:
- EIGENVALUES above 1 (not parallel analysis, given the small number of the sample: 79 students).
- Rotation - oblique - oblimin
- Values above 0.3
RESULT: two factors emerge. Factor 1 items (a)+(c); Factor 2 items (b)
The items, already selected on a theoretical basis after a first phase of questionnaire design, have been uploaded and refer to THE PERCEIVED PRESENCE OF SPECIFIC DIDACTIC ELEMENTS during the lesson.
It has been searched for the number of factors with:
- EIGENVALUES above 1 (not parallel analysis, given the small number of the sample: 79 students).
- Rotation - oblique - oblimin
- Values above 0.3
- Items that do not load or load on more than one factor have been excluded
RESULT: two factors emerge. Factor 1 the items (a)+(c); Factor 2 the items (b)
As far as reliability is concerned, CRONBACH'S ALPHA has been used.
In the PERSONAL PERCEPTION OF LEARNING EXPERIENCE and in the PRESENCE PERCEPTION OF DETERMINED DIDACTICAL ELEMENTS DURING THE LESSON the items (a) and (c) were analyzed together as they refer to the same methodology (Project-based learning) while the items (b) on the traditional lesson apart:
a5, a6, a8, a9, a12, c5, c6, c8, c9 Cronbach's alpha 0.780
b5; b6; b8; b9; b12 Cronbach's alpha 0.740
In the PRESENCE PERCEPTION OF DETERMINED ELEMENTS DURING THE LESSON
a1, a3, a4, a5bis, a6bis, a7, c1, c3, c4, c5bis, c6bis, c7 Cronbach's alpha 0.780
b1, b3, b4, b5bis, b6bis, b7 Cronbach's alpha 0.703
I WOULD LIKE TO ASK YOU THE FOLLOWING QUESTIONS:
- Is the validation and reliability procedure correct?
- Was it right to separate for the factorial analysis and Cronbach's alpha DIDACTICAL ELEMENTS from LEARNING EXPERIENCE?
- Would it be more correct to analyze all items (a) together, then all items (b) together and all items (c) together (which I have already tried and they load each time only one factor and always reliable)?
Dear colleagues,
Focusing on PBL promotion for some time now, we grew to start questioning its effectiveness.
Are you familiar with any studies looking into it? What methods and tools have been used? What are the results?
Thank you!
Martin
Main Research Areas & Publication Papers:
Project-Based Learning
Gamification
Innovation (Organizational & Technology)
Project Management
Education & Educational Research
STEAM Didactics & Pedagogy
Chemistry, Physics, Mathematics & Chemical Engineering Education
I have been looking at different types of inductive teaching for mathematics. These include inquiry-based, discovery, problem-based, project-based, case-based, just-in-time, and a hybrid of project and problem-based.
Is there an inductive teaching approach or curriculum that uses everyday topics and students learn the mathematics needed to understand different pieces of it? For example, a class is discussing gardening. So the students learn how to calculate area of their garden. Then they look at mixture problems (fertilizer and soil). Then they see how Fibonacci plays into petals and seed patterns.
It doesn't quite fit one of the inductive teachings exactly. I think it is a combination of several.
Who has done research on this? Who/what should I be looking for?
Hello, can you help me by filling out this electronic questionnaire for the development of my research?
We are addressing the analysis of the influence of project-based learning on student competencies. If possible, please refer it to other subject matter experts.
The link is: https://docs.google.com/forms/d/e/1FAIpQLSemwvB3aTF76CD1MNonQVEchXtTK2FJnlTdxhrLTUhjU0Pedw/viewform?usp=sf_link
Thank's for your time!
How to encourage deep learning of your students and discourage their habits of shallow or superficial learning?
What is the project method? What opinions do you have about it? Which experiences - good or bad - have you made with it?
The project method is one hundred years old now. That's what many believe, because in 1918 William H. Kilpatrick published has famous article entitled "The project method: The use of the purposeful act in the educative process", which started a lot of project initiatives all over USA.
However, as (Knoll 1997, 2012) points out, the project method is much older. It may be as old as the rise of vocational education and training, going back some 400 years ago in the Middle Ages in Italy.
Do we re-invent the wheel over and over again? It seems so. We are masters in inventing and adopting new names for apparently new practices, which - when looked upon carefully and critically - are just the old ones in new clothes.
Nowadays, the project-based method is part of what is called authentic learning approaches. And again, this is as old as the master-apprentice or master-disciple relationship which was once (and still is?) widespread over the old and new worlds.
Nevertheless, I ask you to ponder a little bit about your knowledge of and experience with the project method, and share your thoughts with us.
Link to authentic learning on Wikipedia:
Link to apprenticeship on Wikipedia:
How to motivate university students who are new to project-based learning and who have been in a lecture-based learning throughout their entire education.
I have taught my first project based learning (PBL) design course this semester to fourth year civil engineering students. I wonder if any educator here would like to share her/his experience so that we exchange thoughts.
Dear colleagues, I am supervising a research project for a student and we need a questionnaire asking the opinion of EFL teachers on PBL (Project-Based Learning).
I really appreciate your help in advance.
Regards
Bearing in mind issues related to (1) what students might think about PBL and (2) what they do in response to PBL encounters
I am currently starting a research on the effects of multimedia assisted project-based learning in enhancing adult ESL learners' grammatical accuracy. Your comments and suggestions will be helpful and appreciated. Thank you.
In what way can Project-Based Learning foster students' learning? Do we have any evidence from higher education research to support any such impact on learning?
Hi everybody,
we are in the process of planning a publication that is aiming to point out the basic foundations and practice potential of improvisation from an interdisciplinary point of view. Which aspects would you like to be added to the below listed alphabetic content samples? Looking forward to suggestions from many different perspectives such as Media and Communication, Cultural Studies, Arts, Cybernetics, Epistemology, Cognitive Research, Philosophy, Pedagogy, Psychology, Medicine, Management, Organization, Politics, Anthropology...
Editors: Leon Tsvasman & Martin A. M. Gansinger
Proposed titles:
Foundations of Improvisation. Compendium for Best Practice.
The Interdisciplinary Directory of Improvisation. Concepts and Practice Potential.
The Large Handbook of Improvisation. Best Practice, Concepts and Foundations.
Aim: to contribute to the emancipation/legitimation/acceptance of the improvisational principle in socially relevant areas such as education, culture, politics, and economy – using the innovative and interdisciplinary approach of a concise compendium focused on extemporaneous concepts and practices
Need for publication: contribution to the improvement of interdisciplinary grounded, improvisation-based forms of communication, organization, and learning in accordance with an increasingly interconnected/participative/media-supported society
Usability:
● independent learning for better personal orientation in relevant areas of practice and individual creative activity
● didactic relevance regarding the possible incorporation of extemporaneous techniques and improvisational practices in the context of innovative working- and learning-environments: interactive teaching, group tasks, project-related tasks, presentations etc.
● application of derived improvisational principles in the fields of management, economy, culture, and politics: providing concepts for differentiated perspectives on organizational, operational and performative tasks
Unique Selling Point: high didactic and economic relevance, based on a unique conceptual approach using a constructivist-inspired, cybernetically justified, epistemological structure that has already been utilized for ''Das grosse Lexikon Medien und Kommunikation'' (Ergon, 2006):
● Definition of term
● Positioning
● Inherent aspects
● Practical context
● Ethical, political, economic, didactic aspects
● Outlook and perspectives
Contributors:
Next to a number of self-authored lemmata within the range of their own expertise and disciplinary borders, the editors rely on a network of valuable contributors from various fields, consisting of authors for ‘‘Das grosse Lexikon Medien und Kommunikation’’ and international researchers of improvisation.
Content samples:
Acting
Actuality
Allopoiesis
Attention
Anticipation
Autopoiesis
Awareness
Cognition
Consciousness
Consistency
Experience
Extemporarity
Extempore speech
Implicit knowledge
Improvisation
Incorporation
Integrated learning
Interaction
Interdependency
Intersubjectivity
Intuition
Knowledge
Leadership
Learning
Mediality
Mediation
Memory
Memory-based learning
Meta-reflection
Music
Orality
Orientation
Objectivity
Perception
Potentiality
Presence
Processual action
Project-based learning
Relevance
Repetition
Responsibility
Selection
Specialization
Subjectivity
Spontaneity
Standardization
Technology
Thematic improvisation
Time
Workflow
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Students' conceptions of Project-based learning (PBL). We wanna apply phenomenography to investigate students conceptions. Therefore we would like to know the difference between 'Phenomenography' vs 'Phenomenology'
Can anyone direct me to paper on studies on assessment in Project-based learning recently?
Thank you in advance
Project-based learning in Grade 3 pupils about force and motion.
I am especially interested in courses leveraging peer learning, collaborative project assignments, authentic problem solving and design tasks.
What assessment/grading system have you used with what results?
What interesting studies are out there?
- Does it help to increase Higher Order Thinking (HOT's)?
- Does it inculcate self-directed learning
Share your best practices at institutions using Project-based as a part of learning strategy.
Today’s students, more than ever, often find course-based learning to be boring and meaningless.
In PBL, students are active, not passive; a project engages their hearts and minds, and provides real-world relevance for learning.
After completing a project, students remember what they learn and retain it longer than is often the case with traditional instruction.
Because of this, students who gain content knowledge with PBL are better able to apply what they know and can do to new situations.
What do you think about established this type of center in your country?
I'm looking for relatively current (less than 10 years old) quantitative research on project-based learning. I've found plenty of qualitative, but quantitative is hard to find. Any help would be appreciated. Thank you.
Nina
I am conducting research to assist a faculty member in the Management department.
I have trouble finding complete papers and reseaches. Thanks
Most research on the flipped classroom employs group-based interactive learning activities inside the classroom, citing student-centered learning theories based on the works of Piaget (1967) and Vygotsky(1978). The exact nature of these activities varies widely between studies. Similarly, there is wide variation in what is being assigned as "homework". The flipped classroom label is most
often assigned to courses that use activities made up of asynchronous web-based video lectures and closed-ended problems or quizzes. This implies that technology is central to the success of this approach