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Project-Based Learning - Science topic

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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.
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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!
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Also, Dr M.M. Bühler : The Industrial Revolution brought several important changes to the field of education by making education accessible for children of all socioeconomic backgrounds and setting laws making education a requirement. The government, for the first time in history, allocated funds to promote education in schools. See the link: https://www.mvorganizing.org/how-did-the-industrial-revolution-impact-education-in-the-united-states/
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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)?
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I agree with Dr. David Morse
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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
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Various studies have already shown that project-based learning in several conditions produces successful outcomes because it emphasizes on student-centric instruction.
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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
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I agree with Jotham Kingston
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I am a Japan based TESOL professional looking to collaborate with other educators from around the world on research into the emerging paradigm of telecollaborative learning.
Many see technology in the classroom as a teaching gimmick, and rightly so if it is used without any pedagogical framework. However, technology provides great potential to enhance learning in many pedagogically sound ways. The use of technology to connect students from around the world in collaborative projects has been shown to help students develop not only knowledge of a particular subject matter, but also language skills and intercultural sensitivity. Use of technology to connect students from different geographical locations in such collaborative learning projects is commonly referred to as telecollaborative learning. Current technology (such as the Google Apps suite) provides powerful, easy to use, and a quite often free interface for connecting students and teachers interested in pursuing telecollaborative learning.
I have already begun the groundwork for such a study through three preliminary Japan based studies. One study demonstrates that motivated Japanese university students can teach each other the technological skills necessary to complete a complex term-long multimedia intercultural project with minimal teacher input and little or no prior experience. Another study reveals social pressure as being the strongest factor motivating the completion of such collaborative projects among Japanese university students. And a third study quantifies the development of intercultural sensitivity among Japanese university students through online cultural exchange. If you are interested in joining me in a project to connect university students from your country with university students in Japan in a study of telecollaborative learning, please contact me and we can discuss the details of setting up such a project.
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I would like to take part . Paraskevi Mentzelou (teaching undergraduate and post postgraduate courses) e-mai: pmentzelou1@gmail.com
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Designing a summer school program is challenging since we always need to ensure the quality and making learning easier & fun. Let's discuss the different teaching methods can be used for a Summer School program at Bachelor Level.
Example: One of the teaching methods is 'Assigning group projects to the participants based on lessons taught in a Summer School'
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Profile first the learning abilities/capabilties of your students and then design differentiated instruction/strategies as well as differentiated assessment methodologies.
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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?
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Views differed on induction, so there are those who place it within the direct approach, and there are those who place it within the types of discovery, according to the role of both the teacher and the learner. For you, you can look for a discovery-based induction or a combination of several types of discovery.
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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.
Thank's for your time!
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Pablo Ibeas Essabbá We at OsloMet also use a lot of project-based learning in our pedagogy and educational oriented programmes. Our student are teachers, health care personelle and people with social studies backgrounds. I see your questioneer is for engineers. Our experience is that project-based learning is powerful and is regarded as very relevant for our students.
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How to encourage deep learning of your students and discourage their habits of shallow or superficial learning?
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Shifting paradigm from informative learning to transformative learning is crucial to encourage deep learning. I believe that student engagement is an essential aspect of meaningful learning. Hence, implementing different means of better engaging pedagogical approaches such as active learning, learning communities, service learning, cooperative education, inquiry, and problem-based learning, and team projects are central.
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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:
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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.
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It is important to inform the students about the advantages and process of PBL before starting the sessions. Let the students know that PBL is actually the approach through which the students will be able to learn the application of theoretical knowledge, which is similar to what they are going to face in their practical/ professional life. Tell them that this will help them develop the competencies required in the real world. Generally students are more motivated to learn something when it is related to their future professions.
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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.
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Our Civil Engineering programme started since last year a fully PBL curriculum. Each semester we collaborate with real clients (Municipalities, companies, etc.) who provide a real complex problem to solve. Students must develop an innovative solution and to present it in various phases to clients and lecturers. All the theoretical knowledge provided is used within the project. The design approach is based on research principles. We have a very positive experience so far. Students are very involved and they seem developing a deeper understanding of the topics when they apply them to real case studies. We measured also a substantial increase in their satisfaction towards our study programme. Without any doubt, the PBL curriculum is working for us.
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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
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Thanks
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Bearing in mind issues related to (1) what students might think about PBL and (2) what they do in response to PBL encounters
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If it's new to them you might think about looking into acculturation/enculturation into community of practice - see this paper for example:
or 'academic discourse socialization'
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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.
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Try googling 'Project-based Learning in Adult Language Learning'. I think that should get you started.
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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?
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Thanks Alline for your detailed response and exploring a range of issues. However, I am asking about evidence from research that showed differences in the impact on learning when project-based learning method is used vs. other methods. I am aware of thousands of articles covering each of these methods. Thank you again. Prof S Azer
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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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Trobar (Occitan and Castillian verb).
In 16th century Spanish, there is an opposition between "metrificar de repente", i.e. during the performance, and "de pensado", i.e. previously ; both happened without recurring to writing.
Glosa (a poetic and a musical genre in 16th Century Spain)
Décima (a poetic genre that is practiced across the Spanish Speaking world)
Variation
Mimesis / Imitation (see Gregory Nagy's Poetry as Performance).
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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'
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With phenomenology you are looking at a theoretical stance which may lead to various methodological choices.  Phenomenography is a methodology rather than a theoretical positioning.  
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Can anyone direct me to paper on studies on assessment in Project-based learning recently?
Thank you in advance
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You can check archive of world journal on educational technology. You can use rubrics in pbl according to your topics. 
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Project-based learning in Grade 3 pupils about force and motion.
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Hi Lea Legaspi & Ana Maria.
Here is some reading materials that I use when referring to pedagogy and learner centricity.
Issues in Teachers' Reinterpretation of a Task-Based Innovation in Primary Schools. David Carless TESOL Quarterly, Vol. 38, No. 4 (Winter, 2004), pp. 639-662
Where's the evidence that active learning works? J Michael - Advances in physiology education, 2006 - Am Physiological Society.
David H. Jonassen
Instructional Design Models for Well-Structured and Ill-Structured Problem-Solving
Learning Outcomes
Donner, R. S., & Bickley, H. (1990). Problem-based learning: an assessment of its feasibility and cost. Human Pathology, 21(9), 881-885.
Rob.
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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?
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We use Waypoint as the digital platform for rubrics, though the design of the learning activities and assessments is certainly  more important than the technological platform. 
As you consider such designs, you may find the attached articles interesting. One is about four characteristics of collaborative activities and the other is a peer- and self-assessment of collaborative behaviors.
Best wishes,
Barb
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  • 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.
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Project based learners for every branch for every one learning should become & exercise for knowledge & also for experience . Either for project or every branch involvement of the management certain new ideas ,new change ,& sometime with our experience also the knowledge becomes a part of our learning process .
Individual learners inspite of the academic qualification should involve himself for gaining experience & knowledge to take recourse to extra study & learning for new project or even in certain cases a development of new idea.
This is my personal opinion 
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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?
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in IRAN, I established this type of research and training center in field of Engineering and training students to improve student's research factors. for more information please follow this link
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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 
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I am conducting research to assist a faculty member in the Management department.
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Hello Helen, these articles can be useful:
1- Managing Project Based Learning: Principles from the Field
2- A Review on Research on project-Based Learning
Enjoy! :-)
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I have trouble finding complete papers and reseaches. Thanks 
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You should check out the work of Cindy Hmelo...  outstanding PBL researcher...
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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
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Flipped learning usually makes use of technology, but it is an idea that is bigger than the technology.  Rather than obtaining knowledge in the classroom and applying it at home in homework, flipped learning means acquiring it at home and applying it in the classroom.
You could argue that reading the textbook at home is fundamentally the same as watching a video. So how does the REST of the instructional design work?  If the students come to class and the teacher simply repeats what is in the book, that is not flipped learning.  If the students come to class and engage in activities making use of knowledge, than maybe that is a flipped approach.
Textbook or videos, you still have to have way to hold the students accountable for doing what they are supposed to do. I would think that these would be similar, regardless of what is used for the outside-class learning.
But I must say that videos and other technology are more likely to motivate the students, as opposed to seeing reading the book as a distasteful chore.
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I would like to use cloud computing to connect students from different universities in different countries to collaborate on poster projects in order to research ESP (English for Specific Purposes) in an ELF (English as a Lingua Franca) context. I believe this will both motivate and legitimize English education for its real world purpose, both in Japan and around the world. Anyone interested in collaborating on such a project?
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@Liliana Waicekawsky
As far as I understand the technical side of things, Cloud Computing (or Software as a Service) is when the software running the application is hosted on a virtual server, not your local computer. This allows for the application to be very dynamic (and scalable). This makes for quick response to increases or decreases in user access, and also makes things possible like collaborative editing in real time of a shared document over an internet connection.
Things like Google Docs (https://drive.google.com/) are good examples of the benefits of Cloud Computing, in that multiple users can edit a single file, and there is limited strain on the system when users increase or decrease.
The pedagogical benefit of Cloud Computing is that it supports Collaborative Learning theory by allowing learners to collaboratively construct documents, or video projects (as in the case of WeVideo: http://www.wevideo.com/), or poster projects (using things like Lucidchart: https://www.lucidchart.com/); this makes it an important technology for implementing modern Computer Supported Collaborative Learning (CSCL). It is also financially beneficial; this makes it important technology for implementing low cost educational reform.
For more information, see my article: How Cloud Computing should be Changing our Pedagogy: http://dmll.jaltcall.org/2014/03/09/how-cloud-computing-should-be-changing-our-pedagogy/