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Journal articles on the topic 'Project-based learning and teaching'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Oliveira, Júlia, Leonardo Panontim, Vitor Hugo Fonseca, Pedro Gonçalves, Diovana Napoleão, and Marco Alcântara. "Project-Based Learning." International Journal for Innovation Education and Research 9, no. 7 (2021): 224–37. http://dx.doi.org/10.31686/ijier.vol9.iss7.3244.

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One of the problems that concerns engineering courses in Brazil is the students low level of motivation in regarding the type of teaching and, as a consequence, low academic performance. This article encourages the introduction of active methods in Engineering teaching, emphasizing the methodologies of Project Based Learning. The approach used was proposing a project for students to analyze important aspects in the production of cylindrical cans. The students applied calculus concepts and developed a model for the optimal dimensions of the cylinder and the utilization of the plates used. Chara

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Weber, Jens, Marc Weber, Rafael P. Humpert, Bianca Triebel, Caroline Kigira, and Harald Behrschmidt. "PROJECT-BASED TEACHING." Conhecimento & Diversidade 17, no. 45 (2025): 497–512. https://doi.org/10.18316/rcd.v17i45.12455.

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The paper aims to provide a comprehensive view of project teaching as an innovative element of the educational process and analyse its practical applications in the school environment. The research was carried out through a comparative study, in which the results of two groups of secondary school students were compared - one that learned through project-based learning and the other that used traditional methods. The results showed that students in the experimental group achieved a higher understanding of the curriculum, better academic results, and a higher motivation to learn compared to the

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Usmonova, Zamira, Dilfuza Pulatova, Saida Maksumova, Ozoda Dadajonova, and Shohista Zoitova. "The Use of Project Based Learning in Teaching Process." International Journal of Psychosocial Rehabilitation 24, Special Issue 1 (2020): 537–42. http://dx.doi.org/10.37200/ijpr/v24sp1/pr201188.

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Wenjie, Chen, Zheng Shubin, Song Ruigang, and Tang Ying. "Applying Project-based Learning Method to Teaching Subway Project Management Course." International Journal of Management and Commerce Innovations 10, no. 1 (2022): 411–13. https://doi.org/10.5281/zenodo.6979266.

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<strong>Abstract:</strong> The purpose of this paper is to study how to apply project-based learning method to teaching project management course. First, we introduce the course contents and give the check list for setting the course frame. Then, we report the procedures of applying project-based learning method and summarize the tools for teaching the course. In contrast with the traditional way of teaching, project-based learning method can promote student-centered and experiential approaches to education through the interactive, collaborative exploration of real-word challenges. <strong>Key

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Jalolova, Muqaddas, and Gulzoda Berdiyeva. "PROJECT-BASED LEARNING (PBL)." Multidisciplinary Journal of Science and Technology 5, no. 5 (2025): 255–59. https://doi.org/10.5281/zenodo.15471994.

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<em>This study examines Project-Based Learning (PBL) as a contemporary educational methodology that transforms traditional language teaching paradigms. The research investigates how PBL integrates authentic tasks with language acquisition, analyzing its theoretical foundations, implementation strategies, effectiveness in diverse educational contexts, and impact on learner motivation and autonomy. </em>

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Thurn, Christian, Adrian Zwyssig, Lennart Schalk, and Hanspeter Gubelmann. "How to develop and implement teaching projects in outdoor education." ETH Learning and Teaching Journal 5, no. 1 (2025): 48–63. https://doi.org/10.16906/lt-eth.v5i1.239.

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Learning through projects can raise interest and motivation, and support the construction of competencies, disciplinary, and interdisciplinary knowledge via working on real-life problems in realistic settings. One form of project-based learning is outdoor education, that is, situating learning and instruction in settings outside the regular classroom. We present a course for students in the teacher education program at ETH Zurich that implements project-based education on two layers: the course itself is project-based, and the pre-service teachers create project-based outdoor teaching units du

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H., Güçlü Yavuzcan, and Şahin Damla. "Action Reflected and Project Based Combined Methodology for the Appropriate Comprehension of Mechanisms in Industrial Design Education." Journal of Education and Learning (EduLearn) 12, no. 3 (2018): 406–21. https://doi.org/10.11591/edulearn.v12i3.6865.

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In industrial design education, mechanics-based courses are mainly based on traditional lecture and they are highly abstract for ID students to comprehend the mechanisms The existing studies highlight the requirement of a new approach for mechanics-based courses in ID departments The study presents, a combined teaching model of mechanism mainly based on applied teaching style and action learning to improve ID students' learning experience and competencies through promoting the transference of theoretical knowledge into practical experience and learning The combined teaching model consistin

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Ozodbek, Nematov. "MODERN METHODS OF TEACHING HISTORY." Social science and innovation 1, no. 2 (2023): 67–77. https://doi.org/10.5281/zenodo.8430066.

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This article explores the evolution of modern methods of teaching history in the classroom. With a focus on using innovative approaches to engage students and enhance their understanding of historical events, this article examines the use of technology, inquiry-based learning, and project-based learning in the teaching of history. The use of technology has revolutionized the way history is taught, with teachers using a wide range of digital tools to make the subject more interesting and interactive. Multimedia resources such as videos, podcasts, and interactive maps have made it easier to pres

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Grossman, Pam, Christopher G. Pupik Dean, Sarah Schneider Kavanagh, and Zachary Herrmann. "Preparing teachers for project-based teaching." Phi Delta Kappan 100, no. 7 (2019): 43–48. http://dx.doi.org/10.1177/0031721719841338.

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If the movement toward more project-based learning is to be successful, it’s essential to understand what teachers need to do to be effective in a project-based classroom. Pam Grossman, Christopher G. Pupik Dean, Sarah Schneider Kavanagh, and Zachary Herrmann surveyed experts and teachers and viewed classroom videos to identify a set of core practices for project-based teaching. Effective project-based educators promote subject-area learning; create relevant experiences; cultivate a classroom culture of production, feedback, reflection, and revision; and build student agency in learning commun

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Pazilova, Barchinoy Toxirjon qizi, and S.O.Solijanov. "THE IMPORTANCE OF PROJECT-BASED LEARNING IN TEACHING ENGLISH." Eurasian Journal of Academic Research 1, no. 2 (2021): 1007–9. https://doi.org/10.5281/zenodo.4904075.

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<em>This article deals with the problem of teaching English in Higher education. It studies the importance of project-based learning in teaching process and the ways of using this type of learning in teaching English.</em>

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GARCÊS, Bruno Pereira, Kelly de Oliveira SANTOS, and Carlos Alberto de OLIVEIRA. "Project-based learning in metabolic biochemistry teaching." Revista Ibero-Americana de Estudos em Educação 13, esp1 (2018): 526–33. http://dx.doi.org/10.21723/riaee.nesp1.v13.2018.11448.

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Riegel, Kimberly A. "Project based learning (PBL): Less project, more problem." Journal of the Acoustical Society of America 153, no. 3_supplement (2023): A272. http://dx.doi.org/10.1121/10.0018820.

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Project based learning (PBL) has been shown to be an effective and engaging way of teaching. Though it has been used in many disciplines, it has been specifically employed in physics and engineering often and has been written about in many journals showing the effective outcomes and student growth when this technique is employed. Therefore, when I had a small intimate class of 8 students for introductory physics, the prospect of designing a PBL based course to engage students in thoughtful projects and effective teaching seemed exciting. It took only four weeks before the course structure bega

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Jarusrose, Chomphunuch, and Wareesiri Singhasiri. "Novice Teacher’s Learning Through a Project-Based Learning Class." rEFLections 19 (June 30, 2015): 17–37. http://dx.doi.org/10.61508/refl.v19i0.114002.

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This study aims to observe all circumstances in an actual Project-Based Learning (PBL) class, particularly to reflect on what the teacher learned through the PBL class. The subject, who is also the researcher, works as a teacher at Darunsikkhalai School for Innovative Learning (DSIL). The study was conducted when she was working as a teacher/facilitator at DSIL for 3 years. The instrument used in this study was a 12-week diary of the teacher. After finishing class, the teacher recorded her teaching performance, feelings, attitudes, challenges and successes in her diary to observe and reflect o

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Hafeez, Muhammad. "Project-Based Versus Traditional Lecture Teaching Methods." EDUTEC : Journal of Education And Technology 4, no. 4 (2021): 544–59. http://dx.doi.org/10.29062/edu.v4i4.220.

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To compete the world in 21st century, it is necessary to adopt the modern learning strategies like inquiry-based, project-based, problem-based. The traditional learning strategies are no viable now to improve the learning skills of the learners. A review of previous studies on traditional lecture-based and project-based learning strategies has been conducted to evaluate the effectiveness of both learning strategies. The learning outcomes and statistical results of 15 previous published articles have selected for this review study. The learning outcomes and statistical results of previous liter

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Hafeez, Muhammad. "Project-Based Versus Traditional Lecture Teaching Methods." Indonesian Journal of Social Science Research 2, no. 1 (2021): 10–20. http://dx.doi.org/10.11594/ijssr.02.01.02.

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To compete with the world in the 21st century, it is necessary to adopt modern learning strategies like inquiry-based, project-based, problem-based. The traditional learning strategies are no viable now to improve the learning skills of the learners. A review of previous studies on traditional lecture-based and project-based learning strategies has been conducted to evaluate the effectiveness of both learning strategies. The learning outcomes and statistical results of 15 previously published articles have been selected for this review study. The learning outcomes and statistical results of pr

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Apeanti, Wilson Osafo, and Daniel Essel. "Learning Computer Programming Using Project-Based Collaborative Learning." International Journal for Innovation Education and Research 9, no. 8 (2021): 191–207. http://dx.doi.org/10.31686/ijier.vol9.iss8.3278.

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The major concern of teaching computer programming in higher education is to provide students with the skills necessary to integrate theory and practice. One of the methods most suited for this task is project-based collaborative learning (PBCL). This study provides an in-depth analysis of students’ experiences, levels of collaboration and challenges in learning computer programming in a PBCL setting. A survey of 428 students was selected from a population of 840 undergraduate computer programming students at all levels using a stratified random sampling technique. It was found that focu

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Puspita, Nurul. "Transformative Learning: Exploring Project Based Learning into Paragraph Writing." Globish: An English-Indonesian Journal for English, Education, and Culture 14, no. 1 (2025): 60. https://doi.org/10.31000/globish.v14i1.12826.

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Project-Based Learning (PBL) is a teaching method that contains students in enthusiastically involving with real-life, individualized significance projects. This method allows students to foster their knowledge and skills. Those characteristics are necessary for the students. Therefore, this research examines the implementation of Project-Based Learning (PjBL) in teaching definition paragraph writing, using a qualitative research approach. The research emphasizes comprehending how PBL improves students' appointment, teamwork, and writing skills by focusing on challenges encountered through its

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Ling, Fengru, and Shu Gong. "Research on Project-Based Learning Python Programming Course." Frontiers in Computing and Intelligent Systems 1, no. 2 (2022): 79–82. http://dx.doi.org/10.54097/fcis.v1i2.1884.

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In order to improve the teaching quality of Python programming course, this paper adopts the teaching model based on Project-Based Learning to design and decompose Student Information Management System, and reforms the teaching method, classroom teaching feedback and assessment methods in combination with the actual situation of the college. The practice results show that the teaching model based on Project-Based Learning can stimulate students' interest in learning, mobilize their initiative in learning, improve their engineering practice ability and programming ability, and achieve good teac

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Youwen, Zhang. "A Project-Based Application-oriented Language Teaching Research." Education Quarterly Reviews 3, no. 2 (2020): 201–6. https://doi.org/10.31014/aior.1993.03.02.132.

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Based on the examination washback mechanism, the study is to carry out college English application-oriented teaching reform practice, unify the diverse core themes in textbook learning through project tasks in the network and classroom teaching, and emphasize the close connection between language learning and language practice. Project tasks involve the establishment of a series of task documents, task implementation, and task reflection. Project tasks are carried out closely following the core idea of the improvement of workplace capabilities, project data can be integrated into a semester la

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Nematov, Yunusova, Pardayev, and Siddikov. "MODERN METHODS AND METHODS OF TEACHING HISTORY." Social science and innovation I, no. I (2023): 1–19. https://doi.org/10.5281/zenodo.8193280.

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This article explores the evolution of modern methods of teaching history in the classroom. With a focus on using innovative approaches to engage students and enhance their understanding of historical events, this article examines the use of technology, inquiry-based learning, and project-based learning in the teaching of history. The use of technology has revolutionized the way history is taught, with teachers using a wide range of digital tools to make the subject more interesting and interactive. Multimedia resources such as videos, podcasts, and interactive maps have made it easier to pres

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Rosenblum, Jason. "Best Practices in Project-Based Learning." International Journal of Digital Literacy and Digital Competence 11, no. 1 (2020): 1–30. http://dx.doi.org/10.4018/ijdldc.2020010101.

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A retrospective case study design was used to analyze online instructional technology courses at two US universities. A project-based learning design model was used for both complete online delivery and emergency remote teaching formats. Although deep areas of scholarship exist for online learning, project-based learning, and digital media literacies, research in the area of project-based learning designs to support technical learning in online courses is nascent. A review of these areas of literature is presented, and results from this case analysis are presented as recommendations to faculty

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MACHANOVA, Javahir. "PROJECT-BASED LEARNING IN PRIMARY SCHOOLS: A PATH TO ACTIVE LEARNING." Cherkasy University Bulletin: Pedagogical Sciences, no. 1 (2025): 192–98. https://doi.org/10.31651/2524-2660-2025-1-192-198.

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Project-based learning (PBL) is an innovative teaching approach that fosters active learning in primary schools. Instead of traditional instruction, PBL engages young learners in hands-on projects that require critical thinking, collaboration, and problem-solving. By working on meaningful tasks, students develop a deeper understanding of subjects while enhancing key 21st-century skills such as communication, creativity, and self-directed learning. In primary education, PBL encourages curiosity and active participation, making lessons more engaging and relevant. Teachers act as facilitators, gu

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Hue, Thi Pham, and Kieu Thi Nguyen Tien. "Research and Application of Project-Based Teaching Methods in History at Can Tho FPT High School." International Journal of Social Science And Human Research 06, no. 04 (2023): 2326–31. https://doi.org/10.5281/zenodo.7840216.

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In the 21st century, education in Vietnamese in general and FPT Education in particular have actively innovated teaching methods to improve teaching quality. Therefore, the project-based teaching method is one of the methods that FPT Education focuses on. This is an effective method to link knowledge content with real life, theory with practice, learning and social environment. During the implementation of the project, students have the opportunity to apply the knowledge they have learned in practical activities, performing “learning goes hand in hand with practice”. The characteri

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雷, 滢竹. "Research on Mathematics Teaching Based on Project-Based Learning." Advances in Education 15, no. 02 (2025): 1065–74. https://doi.org/10.12677/ae.2025.152346.

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Lim, Sin Wei, Rosmawijah Jawawi, Jainatul Halida Jaidin, and Roslinawati Roslan. "Learning history through project-based learning." Journal of Education and Learning (EduLearn) 17, no. 1 (2023): 67–75. http://dx.doi.org/10.11591/edulearn.v17i1.20398.

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In a 21st century classroom, project-based learning (PBL) can be the key strategy in helping students become independent learners and thinkers. PBL provides a pedagogical approach that is appealing and can be used not only in the subject of history but also across different disciplines. This study examines the impact of project-based learning on students’ understandings of Upper Secondary Brunei history lessons. Data was collected from a Year 10 Upper Secondary history classroom in one secondary school in Brunei through an action research method. The instruments used were lesson observations,

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Sin, Wei Lim, Jawawi Rosmawijah, Halida Jaidin Jainatul, and Roslan Roslinawati. "Learning history through project-based learning." Journal of Education and Learning (EduLearn) 17, no. 1 (2023): 67–75. https://doi.org/10.11591/edulearn.v17i1.20398.

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In a 21st century classroom, project-based learning (PBL) can be the key strategy in helping students become independent learners and thinkers. PBL provides a pedagogical approach that is appealing and can be used not only in the subject of history but also across different disciplines. This study examines the impact of project-based learning on students’ understandings of Upper Secondary Brunei history lessons. Data was collected from a Year 10 Upper Secondary history classroom in one secondary school in Brunei through an action research method. The instruments used were lesson observat

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S, Syofiani. "The Teaching Material of Drama Appreciation based on Project-based Learning by Interactive Multimedia-assisted." International Journal of Psychosocial Rehabilitation 24, no. 02 (2020): 439–44. http://dx.doi.org/10.37200/ijpr/v24i2/pr200355.

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Nguyen, Duc Ca. "Application of project-based teaching method in teaching the heat engine." World Journal of Advanced Research and Reviews 12, no. 3 (2021): 218–129. https://doi.org/10.5281/zenodo.5804874.

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Project-based teaching is an important form of teaching to implement the modern teaching perspective such as learner orientation, action orientation, and problem solving teaching and integrated teaching perspective. The more developed science and technology, teaching methods in the field of engineering (technical pedagogy) are also increasingly rich, diverse and sophisticated. Content of this article presented on the application of project-based teaching method to teach for subject of the “heat engine” of technical university. The initial results showed that this teaching method ha

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Ou, Jianmeng, and Dongdong Lin. "Evaluation of Project-based Teaching Quality Based on SBM-DEA." International Journal of Emerging Technologies in Learning (iJET) 18, no. 14 (2023): 138–49. http://dx.doi.org/10.3991/ijet.v18i14.40395.

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Improving the quality of project-based teaching can have several benefits for students, including the development of hands-on skills, expanded thinking abilities, a better understanding of real life situations, building connection between individuals and society, and internalizing knowledge. Therefore, conducting a scientific evaluation of quality of project-based teaching is crucial. In this study, the focus was on the process of project-based teaching, involving 120 computer science and technology students from four universities in Hainan Province. The researchers utilized the slacks-based m

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Suryani, Lilis, and Ningtyas Orilina Argawati. "TEACHING SPEAKING THROUGH PROJECT-BASED LEARNING WITH ICT." Indonesian EFL Journal 9, no. 1 (2023): 35–42. https://doi.org/10.25134/ieflj.v9i1.7134.

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Information and communication technology (ICT) has developed recently, becoming a part of the teaching and learning process. Many studies reveal that ICT can help students learn well, including speaking. This research involved ICT and project-based learning in teaching speaking. Thus, this study aims to know the implementation of project-based learning with ICT in teaching speaking as well as the students' reactions to project-based learning with ICT in learning speaking. There were 30 participants in this study, which used classroom action research. Students from a university in Bandung who a

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Zhang, Xiyue, and Guiping Chen. "Machine Learning Model-Based English Project Learning and Functional Research." Wireless Communications and Mobile Computing 2022 (April 4, 2022): 1–11. http://dx.doi.org/10.1155/2022/1940375.

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Under the background of the rapid development of machine learning and information technology, traditional classroom mode is gradually replaced by media classroom. To tackle abstract and incomprehensible problems and restricted practical teaching in practical teaching, online classroom design principle is utilized to embody the classroom optimization and design principle of English language teaching from the perspective of machine learning based on English project learning. Based on the advantages of digitization, deep learning algorithm is used to establish classroom application model by infor

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Асанбекова, Д. Д., Г. Д. Исмаилова та М. Ж. Молдалиева. "ИСПОЛЬЗОВАНИЕ ТЕХНОЛОГИИ ПРОЕКТНОГО ОБУЧЕНИЯ В ПРЕПОДАВАНИИ ФИЗИКИ". НАУКА, НОВЫЕ ТЕХНОЛОГИИ И ИННОВАЦИИ КЫРГЫЗСТАНА, № 7 (30 вересня 2023): 261–64. https://doi.org/10.26104/nntik.2023.22.91.054.

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Поскольку сектор образования быстро развивается, и использование различных технологий необходимо для повышения интереса учащихся к обучению, перед многими педагогами встает вопрос о том, какие технологии наиболее эффективны при преподавании предмета, который они преподают. Выбор той или иной технологии зависит от многих параметров. В рамках нашего исследования мы считаем, что одной из самых эффективных технологий обучения физике является проектное обучение. Главная идея проектного обучения – направить учебную деятельность учащихся на творческий поиск при преподавании

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Soo-Cheng Chuah, Zarina binti Denan, and JS Keshminder Singh. "Applying Project-Based Learning In Teaching Statistical Methods." Insight Journal 7 (March 3, 2021): 41–53. http://dx.doi.org/10.24191/ij.v7i0.86.

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 Teaching and learning processes can be effectively improved when the learning activities encounter an individual’s experience and interaction with their surrounding environments. Such interaction is highly significant throughout the learning process due to its role in enabling student participation and learning knowledge integration. This paper presents the option of teaching pedagogy for statistics teaching via project-based learning. This teaching method conduces cognitive development during the learning process by fostering active learning as it implements the application as opposed

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Justus, S., and Mohammed Sirajudin. "Evaluating the Project based Organizational Teaching-Learning Process." International Journal of Modern Education and Computer Science 5, no. 5 (2013): 38–48. http://dx.doi.org/10.5815/ijmecs.2013.05.05.

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Agustina, Diyah Dwi, and Ahmad Efendi. "E-MODULE BASED PROJECT LEARNING FOR TEACHING SPEAKING." Premise: Journal of English Education 10, no. 2 (2021): 267. http://dx.doi.org/10.24127/pj.v10i2.4244.

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In this digital era, e-module becomes a great help in accessing knowledge combined with the good method application. This study is intended to develop an e-Module design based on Project Learning in the Speaking for General Communication course. This e-Module Project Based Learning is designed with the purpose of creating effective and efficient learning. The subjects of this study were students in 2nd semester of the English Education study program. The kinds of this research are a Research and Development (R&D) research and the method used is ADDIE development method (Analysis, Design, D

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WURDINGER, SCOTT, and RUDOLPH JENNIFER. "TEACHING IMPORTANT LIFE SKILLS THROUGH PROJECT BASED LEARNING." Main Issues Of Pedagogy And Psychology 5, no. 2 (2014): 53–57. http://dx.doi.org/10.24234/miopap.v5i2.25.

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US high schools appear to measure success according to the number of students admitted into four–year institutions each year. Although this is one measure, there are some schools that focus on developing important life skills needed to become productive members of society. Online surveys were sent out to alumni, students, teachers, and parents to a student–centered charter school in Minnesota to explore definitions of success and determine if this school teaches life skills.

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Beluan, Caesilia Somi, Idola Dian Yoku Nebore, and Jeni Jeni. "Project-based learning to create effective biology teaching." Inornatus: Biology Education Journal 1, no. 2 (2018): 81–88. http://dx.doi.org/10.30862/inornatus.v1i2.253.

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This research aims to create effective biology teaching to improve student learning outcomes and activeness using project-based learning (PjBL). Classroom action research (CAR) was used to create effective learning. A total of 24 students became the subject of this CAR. They are in class XI IPA. Students were observed for three meetings using the observation sheet to measure attitudes, skills, and activity. We were measuring students' cognitive learning outcomes using tests. The CAR results showed that 79.16% of students achieved a minimum standard of 70. A total of 66.67% achieved skills from

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Soo-Cheng Chuah, Zarina Denan, and JS Keshminder Singh. "Applying Project-Based Learning In Teaching Statistical Methods." Insight Journal 7, no. 1 (2020): 41–53. http://dx.doi.org/10.24191/ij.v7i1.61.

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Teaching and learning processes can be effectively improved when the learning activities encounter an individual’s experience and interaction with their surrounding environments. Such interaction is highly significant throughout the learning process due to its role in enabling student participation and learning knowledge integration. This paper presents the option of teaching pedagogy for statistics teaching via project-based learning. This teaching method conduces cognitive development during the learning process by fostering active learning as it implements the application as opposed to the

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Li, Defeng, Chunling Zhang, and Yuanjian He. "Project-based learning in teaching translation: students’ perceptions." Interpreter and Translator Trainer 9, no. 1 (2015): 1–19. http://dx.doi.org/10.1080/1750399x.2015.1010357.

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Fernandes, Marcelo A. C. "Project-Based Learning Laboratory for Teaching Embedded Systems." Mathematical Problems in Engineering 2015 (2015): 1–8. http://dx.doi.org/10.1155/2015/236749.

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This paper presents a project-based learning laboratory for the teaching of embedded systems. The main objectives are to encourage students studying the embedded systems course in developing hardware solutions for real engineering problems and to include aspects of other courses studied within the academic programmes. One of the aims of project-based learning (PRBL) is to integrate different courses in the achievement of a common objective, within a multidisciplinary course of the academic programme. In the present case, this module is the final project of the embedded systems course. The proj

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Simões, J. A., C. Relvas, and R. Moreira. "Project-based teaching–learning computer-aided engineering tools." European Journal of Engineering Education 29, no. 1 (2004): 147–61. http://dx.doi.org/10.1080/0304379032000129223.

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Babadjanova, Nargiza Xalbayevna. "IMPLEMENTATION OF PROJECT-BASED LEARNING FOR TEACHING ENGLISH." Theoretical & Applied Science 122, no. 06 (2023): 38–40. http://dx.doi.org/10.15863/tas.2023.06.122.7.

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Malgazhdarova, Dina Altayevna, Gulzira Kabayevna Kenzhetayeva, and İsmail Hakkı Mirici. "Application of Communicative Game-based Learning Project "Aengime" for Teaching Grammar EFL Classrooms." Novitas-ROYAL (Research on Youth and Language) 18, no. 2 (2024): 131–45. https://doi.org/10.5281/zenodo.13338632.

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In Kazakh higher education institutions, where EFL instruction is pivotal, a persistent issue exists regarding the non-systematic approach to teaching grammar. Although some believe that grammar is acquired automatically, thus requiring no separate study, this sentiment may not be entirely accurate. Knowledge may sometimes be presented in an unsystematic manner, lacking structure and clarity. Therefore, students may struggle to comprehend and apply the language’s logic effectively. Additionally, faculty members face challenges in explaining grammar concepts, further complicating the situ

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Darmenbaevich, Amir Jumabaev. "Effectiveness of using project-based educational technology in teaching moral education." International Journal of Pedagogics 5, no. 2 (2025): 177–80. https://doi.org/10.37547/ijp/volume05issue02-48.

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This article analyzes the effectiveness of teaching pedagogy based on project-based learning (PBL). Unlike traditional teaching methods, the PBL methodology serves to increase student activity, encourage independent thinking, a creative approach, and the formation of skills in solving life problems.

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Fitriati. "ASSESSING STUDENTS’ LEARNING IN PROJECT-BASED LEARNING APPROACH." Visipena Journal 7, no. 1 (2015): 38–50. http://dx.doi.org/10.46244/visipena.v7i1.292.

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Students’ passive learning has motivated educators constantly to seek innovative ways to encourage students and improve their learning outcomes. Project-Based Learning (PBL) may be a particularly productive method for transforming practice in ways that support students learning. However, the implementation of PBL is challenging because it requires substantial change to teaching and assessment. The purpose of this paper is to explore new assessment methods that are needed in assessing students’ performance in PBL and how teachers can employ these methods in their practices. The insights provide

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Wan, Caiyu, and Zhenlong Hu. "Research on Application of Artificial Intelligence Teaching Mode Based on Project-based Learning." International Journal of Education and Humanities 6, no. 1 (2022): 121–22. http://dx.doi.org/10.54097/ijeh.v6i1.3063.

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AI learning emphasizes learning based on real projects. The projects that students need to do must be real, complete, meaningful, and can be completed in a short time. It helps students comprehensively apply various knowledge and skills in the process of exploration and practice, and improve the core quality of AI. This study made a preliminary exploration of the AI teaching mode based on project-based learning. Combined with teaching practice, it summarized the basic links of AI teaching based on project-based learning: based on the situation, ingenious project design, brainstorming, creativi

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Suryanti Galuh Pravitasari. "Project-based English Learning to Increase Student’s Motivation and Learning Achievement." Surakarta English and Literature Journal 7, no. 2 (2024): 173–86. http://dx.doi.org/10.52429/selju.v7i2.172.

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This quantitative experimental design research was aimed at finding out whether a project-based English teaching and learning activity affects the student's learning outcomes and motivation. A pretest and a post-test were given to know the students' skills before and after they joined the project-based teaching and learning process. The project was in the form of asking the students to cook any food on their preference in which they had to use English before, during, and after the process. The respondents were 11 female students which were chosen by using a simple random sampling technique. Th

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Banua, Yubal Johan Sebastian, Glenie Latuni, and Meyny Kaunang. "IMPLEMENTATION OF PROJECT-BASED LEARNING ON KOLINTANG MUSIC LEARNING." SoCul: International Journal of Research in Social Cultural Issues 2, no. 6 (2023): 725–33. http://dx.doi.org/10.53682/soculijrccsscli.v2i6.7316.

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This study aims to describe the use of Project Based Learning (PjBL) in teaching Kolintang music at the junior high school level, with a focus on SMP Negeri 4 Tondano. Qualitative approach and musicological study were used by the researcher in this study, with data collection techniques through observations, interviews, and written notes. The results showed that cultural arts teachers at SMP Negeri 4 consistently apply learning models to improve students' academic achievement. Learning is conducted in three stages: preparation, core activities, and closing. In teaching Kolintang music, teacher

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Feng, Yate, and Ying Zhao. "Exploring Teaching Pathways for Deep Learning and Smart Tourism Based on Project-Based Learning." Pacific International Journal 7, no. 3 (2024): 6–10. http://dx.doi.org/10.55014/pij.v7i3.607.

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This paper uses the Deep Learning course at Guilin Tourism University as a case study to start from understanding the application scenarios of deep learning in the tourism industry. It deeply analyzes the problems and challenges of the existing teaching models, introduces the goal design, content design, and the assessment and feedback mechanisms of the course. It discusses how to use deep learning technology to achieve smart tourism, optimize the teaching pathway, and improve teaching quality and effectiveness. The focus is on innovative practices in project-based learning and practical teach

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Angelina Aprillia Tupan, Marina Risa Marayate, Silomai Latuserimala, Marleny Leasa, and John Rafafy Batlolona. "Worksheet Based on Project-Based Learning in Science Learning in Elementary School." Jurnal Penelitian dan Pengembangan Pendidikan 8, no. 3 (2024): 493–505. https://doi.org/10.23887/jppp.v8i3.79951.

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The underlying problem of this research is the lack of optimal application of teaching materials that can increase students' creativity and innovation, in accordance with 21st century skills. This study aims to test the practicality of Project-Based Learning (PjBL)-based worksheet design in science learning in elementary schools. The type of research used is development research using the 4-D model (Define, Design, Develop, Disseminate). The subject of this research involves design experts, material experts, technology experts, as well as teachers and students to test aspects of validity, prac

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