Journal articles: 'Project Based Learning'

1

Arisanty, Deasy. "Improving Geography Learning through Project-based Learning Model." International Journal of Psychosocial Rehabilitation 24, no. 5 (March 31, 2020): 585–94. http://dx.doi.org/10.37200/ijpr/v24i5/pr201723.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Mammadova, Lala. "Project-based learning." Azerbaijan Journal of Educational Studies 1, no. 1 (2020): 27–40. http://dx.doi.org/10.29228/edu.94.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

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 (July 1, 2021): 224–37. http://dx.doi.org/10.31686/ijier.vol9.iss7.3244.

Full text

Abstract:

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. Characteristics of two materials used in the manufacture of these cans (tinplate and aluminum) were also gotten. Such aspects are relevant for both environmental sustainability and production costs. Concepts of application of derivatives and Fermat's theorem were used, learned in the discipline of Differential and Integral Calculus, in order to obtain the maximum and minimum values of an established function which relates the dimensions of the can and the amount of material needed. The dimensions obtained theoretically proved to be close to the real values found in cans available on the market. After analyzing the resistance to corrosion, the cost, the decomposition time and the mechanical resistance, it was concluded that the most appropriate material for the production of cans was the tinplate. In this context, teaching with Project Based Learning methodologies may contribute to innovative teaching practices in the training of engineering professionals, overcoming the limitations of traditional teaching methods.

APA, Harvard, Vancouver, ISO, and other styles

4

Knight, Melinda. "Project-Based Learning." Business and Professional Communication Quarterly 79, no. 2 (June 2016): 139–40. http://dx.doi.org/10.1177/2329490616651428.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Bromley, Matt. "Project-based learning." SecEd 2016, no. 13 (May 5, 2016): 8–9. http://dx.doi.org/10.12968/sece.2016.13.8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Gary, Kevin. "Project-Based Learning." Computer 48, no. 9 (September 2015): 98–100. http://dx.doi.org/10.1109/mc.2015.268.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Quinapallo-Quintana, Arnaldo Miguel, and Alicia Ximena Baldeón-Zambrano. "Project-based learning." International research journal of management, IT and social sciences 11, no. 1 (January 23, 2024): 58–65. http://dx.doi.org/10.21744/irjmis.v11n1.2415.

Full text

Abstract:

In the degree in Pedagogy in Experimental Sciences at ULEAM Chone extension, the effectiveness of the project-based learning methodology has not been evaluated, so it is necessary to determine its uses and advantages at the university level. The objective of the study is to analyze project-based learning among students of the Pedagogy in Experimental Sciences career. It is developed through a mixed approach that integrates qualitative and quantitative data, the inductive method is used, and the study population is made up of students of the degree. The survey technique is used. The results demonstrate that PBL contributes to the development of research and problem-solving skills, collaboration and teamwork, the application of theoretical knowledge to practical situations, and the motivation and commitment of students, with a positive experience in its use.

APA, Harvard, Vancouver, ISO, and other styles

8

Male, Sally A. "Project-based learning." Australasian Journal of Engineering Education 29, no. 2 (July 2, 2024): 85–87. https://doi.org/10.1080/22054952.2024.2439677.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Kordova, Sigal. "Developing systems thinking in a Project-Based Learning environment." International Journal of Engineering Education 2, no. 1 (June 15, 2020): 63–81. http://dx.doi.org/10.14710/ijee.2.1.63-81.

Full text

Abstract:

As science and engineering projects are becoming increasingly more complex, sophisticated, comprehensive and multidisciplinary, there is a growing need for systems thinking skills to ensure successful project management. Systems thinking plays a major role in the initiation, effective management, and in facilitating inter-organizational tasks. This research assesses the capacity for engineering systems thinking and its contribution in carrying out a multidisciplinary project. The research also reviews the cognitive process through which systems thinking skill is acquired. The study focused on a group of students who have completed their senior design projects in high-tech industry, while their plans were being integrated into existing larger projects in the respective industrial sites. The systems thinking skill of the students was examined according to a questionnaire for assessing the Capacity for Engineering Systems Thinking (CEST). Statistical analysis shows significant differences in the students capacity for systems thinking at the beginning and end of the work (p<0.001). This research demonstrates that systems thinking skills can be improved through awareness and involvement in multidisciplinary projects.

APA, Harvard, Vancouver, ISO, and other styles

10

Luh Nyoman Gita Acyuta Dewi, I Wayan Widiana, and I Nyoman Laba Jayanta. "The Project-Based Learning Assessment Guide (Project-Based Learning) is oriented towards Phenomenon-Based Learning." Journal of Education Research and Evaluation 8, no. 2 (May 28, 2024): 362–72. http://dx.doi.org/10.23887/jere.v8i2.74594.

Full text

Abstract:

Less than optimal use of learning assessments results in low students' computational thinking abilities. This research aims to develop a project-based learning assessment guide oriented to phenomenon-based learning for fourth-grade elementary school students in the Mathematics subject and to analyze the validity, practicality, and effectiveness of the project-based learning assessment guide oriented to phenomenon-based learning. This research is classified as development research using the ADDIE model. The subjects involved in this research included 4 learning assessment experts, 3 teacher practitioners, and 29 grade IV students. This research uses data collection techniques, namely questionnaires and tests. Data analysis techniques include descriptive, qualitative, quantitative, and inferential statistics. The results of this research are the results of validation by a learning assessment expert who obtained very good qualifications, the results of the practicality test by the teacher who obtained very good qualifications, and the results of the effectiveness test of the project-based learning assessment guide oriented to phenomenon-based learning, which showed that there was a significant difference in the computational thinking abilities of class IV students. In mathematics subjects before and after taking part in the lesson. Based on this research, the project-based learning assessment guide, which is oriented towards phenomenon-based learning, is effective because this learning assessment guide can help teachers carry out learning assessments. This research aims to improve the computational thinking skills of fourth-grade elementary school students in mathematics subjects.

APA, Harvard, Vancouver, ISO, and other styles

11

Susanti, Melly, Meiffa Herfianti, Eska Prima Monique Damarsiwi, Feby elra perdim, and Joniswan. "Project-Based Learning Model to Improve Students ‘Ability." International Journal of Psychosocial Rehabilitation 24, no. 02 (February 12, 2020): 1378–87. http://dx.doi.org/10.37200/ijpr/v24i2/pr200437.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Simbolon, Naeklan. "PROJECT BASED LEARNING IMPLEMENTATION TO ENABLE STUDENTS’ ACTIVITIES." SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED 4, no. 2 (December 30, 2015): 1–8. http://dx.doi.org/10.24114/sejpgsd.v4i2.3615.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Simbolon, Naeklan. "PROJECT BASED LEARNING IMPLEMENTATION TO ENABLE STUDENTS’ ACTIVITIES." ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED 5, no. 2 (June 30, 2016): 41–48. http://dx.doi.org/10.24114/esjpgsd.v5i2.4467.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Kurzel, Frank, and Michelle Rath. "Project Based Learning and Learning Environments." Issues in Informing Science and Information Technology 4 (2007): 503–10. http://dx.doi.org/10.28945/967.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

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 (February 1, 2023): 67–75. http://dx.doi.org/10.11591/edulearn.v17i1.20398.

Full text

Abstract:

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, semi-structured interviews and pre- and post-tests. The interview was conducted with eight students while classroom teaching of the subject teacher was observed. The pre- and post-tests were given to students before and after the intervention of PBL. The findings in this study showed that the students were still underperforming after the PBL intervention but had shown potential for further improvements with more exposure to project-based learning.

APA, Harvard, Vancouver, ISO, and other styles

16

Stanojević Gocić, Maja, and Goran Petković. "PROJECT-BASED LEARNING OBJECTIVES AND CHALLANGES." Knowledge International Journal 28, no. 3 (December 10, 2018): 803–7. http://dx.doi.org/10.35120/kij2803803m.

Full text

Abstract:

The utilization of new and modern technology tools has changed the ways of learning and obtaining knowledge. Project-based learning (PBL) is a type of learning that encourages students to apply their knowledge for solving interdisciplinary problems. It is used as an approach to build students’ thinking competencies, as well as communication and collaboration skills. In addition, it can help teachers to create flexible teaching and learning environment based on applying technological tools for presenting materials, assessing quality of students’ project work, planning and managing project tasks, activities, and deadlines. Content development tools and assessment tools are beneficial for students and should be used in an effective manner. On the other side, time management tools can help teachers to design and plan the successful execution of project activities, or efficient use of classroom time. Collaboration tools enable teachers to be close to students throughout the project, and enable students to collaborate with each other in the same organization and beyond, with professionals and experts from the field of task management. Different types of content can be used for transferring and acquiring knowledge, such as interactive presentations, movies, spreadsheets, diagrams and social media. PBL web platforms can be used to publish and share materials with students, and help them to improve their capacities in solving problems and facing challenges. Teachers can define multi-step projects and teach students how to use project management tools, including strategies and standards. Students learn how to assess the quality of their work from their projects. Students’ projects and working on project tasks are presented, discussed and elaborated after their successful completion. Feedbacks can help both students and teachers to improve their future activities and the quality of their work, as well as their way of thinking about the problem. Public presentation of students’ work can demonstrate what students know and what they can do. Past project-based learning performances can help teachers to mange project activities, design and plan project tasks, and assess students’ attainments. Project-based learning allows students to develop creative freedom and innovative way of solving problems. Furthermore, students learn how to become effective team members and leaders that can complete complex project tasks. According to the results of this study, students are satisfied with project-based learning activities, and project-based tasks that can be integrated in study programmes.

APA, Harvard, Vancouver, ISO, and other styles

17

Ramadhan, Ditya Lazuardy, and Dzurrotun Nafisah. "Project-Based Learning vs. Problem-Based Learning: Uncovering Effective Learning Methods." JOURNAL OF TECHNOLOGY, EDUCATION & TEACHING (J-TECH) 1, no. 3 (January 18, 2025): 108–14. https://doi.org/10.62734/jtech.v1i3.424.

Full text

Abstract:

Effective education must target dynamic and adaptive learning abilities. Two methods learning that is proven to be effective in developing students' creativity and critical thinking are Project-Based Learning (PBL) and Problem-Based Learning (PBM). Project-Based Learning involving students in completing real projects that are relevant to everyday life, increasing student motivation, collaboration and critical thinking. This approach allows students apply academic concepts in practical contexts, strengthen understanding, and develop a sense of responsibility and ownership of their learning outcomes. On the other hand, Problem-Based Learning focuses on developing students' abilities to solve problems complex and realistic. This process not only improves critical thinking and abilities problem solving, but also collaboration and communication skills. PBM often involves real world situations, making learning more relevant and interesting for students. These two methodshas advantages in improving academic outcomes and developing life skills student. Educators can choose or combine both to create a learning environment holistic approach that suits the characteristics and needs of students. Therefore, it is important for modern education to use dynamic and responsive learning models such as PBL and PBM to help students become competent, creative and independent in completing challenges in the future. Everything is returned to the students, whichever is more effective both of them.

APA, Harvard, Vancouver, ISO, and other styles

18

Arsjad, Rizal H., Weny Hulukati, Novianty Djafri, and Maryam Rahim. "Management of Project-Based Learning and Case-Based Learning in Guidance and Counseling Lessons." International Journal of Professional Business Review 8, no. 7 (July 25, 2023): e02851. http://dx.doi.org/10.26668/businessreview/2023.v8i7.2851.

Full text

Abstract:

Purpose: This study aims to explain the understanding, basic concepts, planning, implementation, evaluation, and assessment of project-based learning management and case-based learning in guidance and counseling lessons. Theoretical framework: Project-based learning management and case-based learning emphasize applying knowledge and skills in real-life contexts and actively involving students in the learning process. Design/Methodology/Approach: The research method used was a literature study analyzing and synthesizing relevant literature. Findings: Project-based learning management involves the application of projects as the main foundation of learning, where students are actively involved in planning, implementing, and evaluating projects relevant to guidance and counseling. Meanwhile, case-based learning management involves applying real cases as a learning approach, where students interact with complex case situations and solve problems related to guidance and counseling. Research, practical & social implications: Project-based and case-based learning management has great potential to improve the quality of learning in guidance and counseling. Originality/Value: This research contributes to broadening the understanding of the concepts and application of project-based and case-based learning management in the context of guidance and counseling. The implications of these findings could provide practical guidance for guidance and counseling teachers in designing more effective and relevant learning.

APA, Harvard, Vancouver, ISO, and other styles

19

Cho, Jung-Won, and Ji-Hye Kim. "Collaborative Project Curriculum applying Project-based Learning." Journal of the Korea Academia-Industrial cooperation Society 11, no. 1 (January 31, 2010): 214–19. http://dx.doi.org/10.5762/kais.2010.11.1.214.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

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 (February 28, 2020): 537–42. http://dx.doi.org/10.37200/ijpr/v24sp1/pr201188.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Manuel Guerrero, Juan, Jorge Garcia, and Pablo Arboleya. "“laboratory”: A Project-based Learning Example On Power Electronics." Eletrônica de Potência 19, no. 4 (November 1, 2014): 430–37. http://dx.doi.org/10.18618/rep.2014.4.430437.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Maindalkar, Advait, Sarvesh Gharat, and Prof Vinod Rathod. "Learning Game Development Life Cycle through Project-Based Approach." International Journal of Trend in Scientific Research and Development Volume-2, Issue-3 (April 30, 2018): 1302–5. http://dx.doi.org/10.31142/ijtsrd11314.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Buyukbucakli, Mustafa. "Contributions of Project - Based Learning in EFL Writing Classes." International Journal of Science and Research (IJSR) 10, no. 7 (July 27, 2021): 627–30. https://doi.org/10.21275/sr21708191000.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Debnath, Mousumi, and Mukeshwar Pandey. "Enhancing Engineering Education Learning Outcomes Using Project-Based Learning." International Journal of Quality Assurance in Engineering and Technology Education 1, no. 2 (July 2011): 23–34. http://dx.doi.org/10.4018/ijqaete.2011070103.

Full text

Abstract:

This paper presents a case study of how project-based learning (PBL) can be seen as a pedagogical innovation for Jaipur Engineering College and Research Centre, Jaipur, India (JECRC) for better recruitment drives for on-campus recruitments. The practical knowledge of engineering, basic knowledge of engineering design, soft skills or personal competences can be correlated with the academic performance and recruitment status. Project based learning (PBL) is a learner-centric pedagogy where the learner is expected to take responsibility for his or her own learning. PBL uses in-depth and rigorous classroom projects to facilitate learning and assess student competence. Students have projects as a compulsory course in their curriculum in the final semester of engineering. The challenge to acquire knowledge and skills during their project gives a student an opportunity to develop their weaker skills and enhance their practical knowledge of engineering. This study has been successful in helping students acquire a high rate of actual skill and technical learning. The learning outcomes of the PBL-course can be correlated with their success in recruitment and academic performances.

APA, Harvard, Vancouver, ISO, and other styles

25

Naviri, Sinta, Sumaryanti Sumaryanti, and Paryadi Paryadi. "Explanatory Learning Research: Problem-Based Learning or Project-Based Learning?" Acta Facultatis Educationis Physicae Universitatis Comenianae 61, no. 1 (May 1, 2021): 107–21. http://dx.doi.org/10.2478/afepuc-2021-0010.

Full text

Abstract:

Summary Problems in learning are one of the obstacles to student’s success in understanding and achieving success. Learning problems also occur in physical education learning, the problems that have occurred in the last decade are caused by the individual students. To minimize and even overcome these learning problems an appropriate learning approach model is needed. In the last 5-10 years, the learning approach models that are often used are problem-based learning and project-based learning. This study aims to review and examine problem-based learning approaches and project-based learning approaches in designing and improving physical education learning. The literature review that will be discussed is about the characteristics, advantages, and disadvantages of each learning approach model. The results of the literature review are expected to be able to be used as a study or information that can be used as a theoretical basis for further research in the use of a learning approach model to complete or improve physical education learning including problem-based learning and project-based learning.

APA, Harvard, Vancouver, ISO, and other styles

26

Seo, Soobin, Dustin S. J. Van Orman, Mark Beattie, Lucrezia Cuen Paxson, and Jacob Murray. "Transforming Learning Orientations Through STEM Interdisciplinary Project-Based Learning." Education Sciences 14, no. 11 (October 25, 2024): 1154. http://dx.doi.org/10.3390/educsci14111154.

Full text

Abstract:

Science, technology, engineering, and math (STEM) education is challenged by industries to incorporate business, engineering, and communication experiences to prepare students for workplace success. In this study, we outline an approach—the STEM Oriented Alliance for Research (SOAR)—to enhance student experience by offering interdisciplinary project-based learning (IPBL) for undergraduate students majoring in electrical engineering, communications, and marketing. We examined how students’ disciplinary and cooperative orientations toward learning shifted in response to their experiences in a semester-long interdisciplinary project-based learning experience with authentic industry outputs. Using a multi-method approach, we explored how interdisciplinary projects influenced student experiences in terms of five collaboration abilities: positive interdependence, accountability, promotive interaction, group processing, and social skills. Further, we observed a shift from fixed- to more growth-oriented mindsets, and from a primarily disciplinary to interdisciplinary focus for their future professional work. The outcomes of the SOAR project make clear that providing structure for professional cooperation on interdisciplinary projects can have profound effects on how students learn to cooperate and position themselves as learners. For most SOAR participants, the experience was deeply formative and contributed to their readiness to cooperate and learn within the interdisciplinary and STEM-oriented workforce.

APA, Harvard, Vancouver, ISO, and other styles

27

Ibrahim, Mohd Faisal, Rosanita Adnan, Zarina Zainol, and Nur Atiqah Sia Abdullah. "A Private Cloud-Based Video Transcoding Architecture for Project-Based Learning Environment." International Journal of Machine Learning and Computing 8, no. 2 (April 2018): 164–68. http://dx.doi.org/10.18178/ijmlc.2018.8.2.681.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Kiyakbay, N., Y. Argynbayev, and R. Adilbayeva. "Developing Thinking Skills through Project-based Learning." Iasaýı ýnıversıtetіnіń habarshysy 128, no. 2 (June 30, 2023): 395–407. http://dx.doi.org/10.47526/2023-2/2664-0686.31.

Full text

Abstract:

The article describes the role of the project-based learning method, which is a trend of updated educational content, in the formation of thinking skills. Project-based learning or a project method is seen as a means of developing critical, deeper, or higher order thinking skills than standard thinking models. It shows that it is possible to improve the quality of teaching by Kazakhstani school teachers by establishing interdisciplinary communication with other subjects with the help of a foreign language, by presenting various projects to the attention of students in the school context, and by aiming to teach based on the interests and needs of students. The effectiveness of the CLIL method in organizing project-based learning in foreign language classes is enormous. By organizing interdisciplinary integrations, it is possible to form connections between linguistic disciplines and science lessons. In addition, by presenting small researches and projects to the attention of the students, it allows to define the research abilities and focuses of the students. In order to improve the quality of the lesson, it should be noted that during the question-and-answer session with students, high-level questions not only think deeply, critically and creatively, but also create conditions for forming their own opinions. Also, in the process of working with various projects, students' knowledge of the topics is not only superficial, but fully covered. At the end of each section, in accordance with the subject and goals of the lesson, information is provided on how Kazakhstani students can develop thinking skills by introducing work with projects. In the process of using project-based learning methods, Kazakhstani and world practices were used.

APA, Harvard, Vancouver, ISO, and other styles

29

Susanti, Diana, Vivi Fitriani, Liza Yulia Sari, and Aulia Afza. "Improving Learning Activities Through Interactive Digital Book Applications in Project-Based Learning." International Journal of Progressive Sciences and Technologies 46, no. 2 (September 30, 2024): 411. https://doi.org/10.52155/ijpsat.v46.2.6591.

Full text

Abstract:

21st-century learning is usually accompanied by projects that can foster students' creativity in building their knowledge. Interactive digital books with projects are not used in the courseThis research focuses on student activities using project-based interactive digital books while studying. This research is experimental, samples were taken from a total sampling of 32 students who were attending lectures. The instruments used are activity questionnaires in five observation activities, namely studying basic questions, discussing with lecturers, discussing with friends, discussing project activities to be carried out, and presenting product results. Data was obtained quantitatively and processed using SPSS. The results obtained show that the use of project-based interactive electronic books makes student learning active because projects can improve students' skills.

APA, Harvard, Vancouver, ISO, and other styles

30

Poell, Rob F., and Ferd J. Van der Krogt. "Project‐based learning in organizations: towards a methodology for learning in groups." Journal of Workplace Learning 15, no. 5 (September 1, 2003): 217–28. http://dx.doi.org/10.1108/13665620310483912.

Full text

Abstract:

This article introduces a methodology for employees in organizations to set up and carry out their own group learning projects. It is argued that employees can use project‐based learning to make their everyday learning more systematic at times, without necessarily formalizing it. The article emphasizes the specific characteristics that distinguish learning projects from other projects: a focus on the learner rather than the leader, on execution rather than planning, on continuation rather than output, on diversity rather than optimal‐solution thinking. Three phases in the creation of a learning project are described: orientation, learning and optimizing, and continuation. Four ideal types of learning project are distinguished: a liberal‐contractual, vertical‐regulated, horizontal‐organic, and external‐collegiate type. The various phases and types can be used by employees (plus managers and educators) to create learning projects that fit their specific work situation.

APA, Harvard, Vancouver, ISO, and other styles

31

Pan, Gary, Poh-Sun Seow, and Grace Koh. "Examining learning transformation in project-based learning process." Journal of International Education in Business 12, no. 2 (November 4, 2019): 167–80. http://dx.doi.org/10.1108/jieb-06-2018-0022.

Full text

Abstract:

Purpose The purpose of this paper is to present a learning transformation framework for analyzing how learning evolves during project-based learning (PBL) process. Here, the authors adopt Lewin’s (1951) change theory as an analytical lens to examine the project-based learning curriculum at a University called UNI-X. This is a major contribution to PBL literature, as little is known about the dynamics of learning during PBL process. In fact, the learning transformation framework can serve as the basis for further research in PBL process. For educators, this paper provides them with useful insights on how to break project members’ escalating commitment to previous failing ideas and accept alternative workable ideas. Educators can use the framework in post-mortem analyses of projects to devise useful actions for facilitating learning transformation during PBL process. Design/methodology/approach The strategy used in this paper was to undertake in-depth case research of PBL courses developed and taught in UNI-X. Focused group interviews were conducted with 28 students, 12 faculty and 5 industry project sponsors asking specifically their perceptions of PBL’s course design, delivery and its impact on overall student experience. Findings This paper presents a learning transformation framework for analyzing the change process of how learners experiment new ideas, explore alternative ideas and eventually come to a consensus to accept new ideas during PBL in a collaborative project environment. By drawing upon a case study of UNI-X, the authors argue that unfreezing beliefs of previous ideas is critical if alternative ideas are to be developed. It is clear that the entire process of ‘unfreezing-changing-refreezing’ has occurred in the PBL courses at UNI-X and enacted through unfreezing beliefs in previous ideas, changing previous beliefs and refreezing the new beliefs. Through interviews with students, instructors and project sponsors in the PBL courses, the authors gathered data to examine how project members could give up previous ideas and accept alternative ideas. Originality/value The authors adopt Lewin’s (1951) change theory as an analytical lens to examine the project-based learning curriculum at UNI-X. This is a major contribution to PBL literature, as little is known about the dynamics of learning during PBL process. In fact, the learning transformation framework can serve as the basis for further research in PBL process.

APA, Harvard, Vancouver, ISO, and other styles

32

Syaifuddin, M., Amrullah Amrullah, Rico Imanta Ginting, M. Iswan, and Juniar Hutagalung. "PROJECT-BASED LEARNING ON CRYPTOGRAPHIC USING LMS." JURTEKSI (Jurnal Teknologi dan Sistem Informasi) 8, no. 2 (April 7, 2022): 147–52. http://dx.doi.org/10.33330/jurteksi.v8i2.1381.

Full text

Abstract:

Abstract:” Cryptography is one of the important subjects to learn because the content of the discussion discusses data security. Data security has a very important role considering that most transaction activities are carried out on the internet. Many platforms offer virtual transactions, such as motorcycle taxis, online marketplaces, and banking. For transacting on the internet, reliable data security is needed to maintain the security of user data from internet crimes (cybercrime). For cryptography learning to produce students who understand cryptography in-depth, this learning is carried out independently. One of the lessons to improve independent skills is a project approach. With project-based learning, students will be actively involved in completing projects given by the lecturer. To facilitate interaction and monitor projects completed by students, an LMS (Learning Management System) was created. The lecturer will later upload the student projects through the LMS, and if the student wants to work on the project, they can download it from the LMS. Keywords: Cryptography; LMS; Online transactions Abstrak:” Kriptografi merupakan salah satu mata pelajaran yang penting untuk dipelajari karena isi bahasannya membahas tentang pengamanan data. Saat ini, keamanan data memiliki peran yang sangat penting, mengingat sebagian besar aktivitas transaksi dilakukan di internet. Banyak platform yang menawarkan transaksi virtual, seperti ojek online, pasar online dan perbankan. Dalam bertransaksi di internet dibutuhkan keamanan data yang handal untuk menjaga keamanan data pengguna dari kejahatan internet (cyber crime). Agar pembelajaran kriptografi menghasilkan mahasiswa yang memahami kriptografi secara mendalam, maka pembelajaran ini dilakukan secara mandiri. Salah satu pembelajaran untuk meningkatkan kemampuan mandiri adalah dengan pendekatan project. Dengan pembelajaran berbasis project, mahasiswa akan terlibat aktif menyelesaikan project yang diberikan dosen. Untuk memudahkan interaksi dan monitor project yang diselesaikan mahasiswa, maka dibuat LMS (Learning Manajement System). Setiap project mahasiswa nantinya akan di unggah oleh dosen melalui LMS dan mahasiswa bisa mengunguh project di LMSDengan menambahkan LMS dan pembelajaran yang berbasis project pada pembelajaran kriptografi menunjukkan hasil belajar yang lebih baik. Hal ini dapat dilihat pada hasil tinjauan dilangan dengan penyelesaian sebuah soal dan hasil ujian akhir mahasiswa. Kata kunci: Kriptografi; LMS; Transaksi Online,

APA, Harvard, Vancouver, ISO, and other styles

33

Yuyu Wahyudin. "Application of the Project Based Learning Model to Improve Student Learning Outcomes." Beginner: Journal of Teaching and Education Management 1, no. 2 (November 28, 2023): 37–49. http://dx.doi.org/10.61166/bgn.v1i2.37.

Full text

Abstract:

This research aims to examine the application of the Project Based Learning learning model to improve student learning outcomes. This research concludes that the application of the Project Based Learning learning model can improve student learning outcomes, because the project based learning model in any subject related to projects has an effect on student learning outcomes. Because students are actively involved when taking part in the learning. This learning model is where students not only understand a problem in learning but students are creative, innovative, and create projects as the final step. using problems as a first step in learning, aims to provide an understanding of critical thinking.

APA, Harvard, Vancouver, ISO, and other styles

34

Sevdalina, Stoyanova. "Problem-Based Learning and Project-Based Learning in STEM." Vocational Education 25, no. 5 (October 22, 2023): 492–503. http://dx.doi.org/10.53656/voc23-555prob.

Full text

Abstract:

The time and context in which today's students live and learn are complex and dynamic. Pedagogical methods and approaches that gave good results yesterday are insufficiently effective today. It is imperative to combine working models with innovative educational technologies based on the integral and constructivist approach, to upgrade and enrich pedagogical practice with educational methods, approaches and tools adequate to the requirements of the time. This article examines the role of project-based learning and problem-based learning in STEM subjects for the formation of the key competencies and soft skills necessary for successful personal, social and professional realization. The holding of a Science Fair in the Second English Language School is brought out as a good practice and its role is emphasized in increasing the motivation of students for achievements in the field of natural sciences, as well as for their professional orientation in this direction.

APA, Harvard, Vancouver, ISO, and other styles

35

McDonald, Professor Betty. "Assessment for Learning in Project Based Learning." International Journal of Learning: Annual Review 14, no. 10 (2008): 15–28. http://dx.doi.org/10.18848/1447-9494/cgp/v14i10/45493.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Frank, Martin, and C. Roeckerrath. "Augmenting Mathematics Courses by Problem-Based Learning." International Journal of Engineering Pedagogy (iJEP) 6, no. 1 (February 22, 2016): 50. http://dx.doi.org/10.3991/ijep.v6i1.5368.

Full text

Abstract:

We describe a project that aims to motivate undergraduate engineering students to participate more in mathematics courses. Our approach shares characteristics of active, project-based and problem-based learning. We have developed interactive projects that deal with the mathematics behind real-world applications. In this paper, we describe one example project in detail, and discuss our guiding principles in designing projects. The projects are open in the sense that there are many possible solutions, and several possible follow-up questions. We use a MATLAB environment, which helps intuitive understanding of mathematical notions, lowers the barrier to programming, and provides many interfaces. Our activities are bundled in an education lab, which we also briefly describe. We conclude with an assessment of the impact of the supplementary courses.

APA, Harvard, Vancouver, ISO, and other styles

37

Aji, Shinta Kesuma, Ramadi Ramadi, and Hirja Hidayat. "Penerapan model pembelajaran project based learning terhadap kreativitas siswa PJOK." Jurnal Porkes 7, no. 1 (June 30, 2024): 448–58. http://dx.doi.org/10.29408/porkes.v7i1.25762.

Full text

Abstract:

This study aims to improve student creativity in learning PJOK by applying a project-based learning (PJBL) model using the mind mapping project method. The problem of the lack of effectiveness of the application of learning media and the lack of student involvement in PJOK learning activities in the classroom. This research uses the PTK method. Data collection was done through observation, documentation, field notes, learning instruments and observation sheets. The data obtained were analyzed using quantitative and qualitative analysis techniques. Quantitative analysis to calculate the percentage of student creativity, while qualitative analysis based on observations during the learning process. The results showed a significant increase in student creativity from Cycle I to Cycle II. The percentage of teacher activity increased significantly from 82.1% in Cycle I to 92.8% in Cycle II. While the percentage of student creativity increased from 71.8% in Cycle I to 84.3% in Cycle II. Through the implementation of the PPA model with the mind mapping project method, students are more actively involved in learning, provide creative ideas, and complete the project better. This research makes an important contribution in enriching learning practices, promoting student engagement, and improving the effectiveness of PJOK learning.

APA, Harvard, Vancouver, ISO, and other styles

38

Quynh, Trang, Vu Thi. "Students’ Perceptions on Learning Writing Skills through Project-based Learning." International Journal of Applied Science and Research 05, no. 04 (2022): 198–205. http://dx.doi.org/10.56293/ijasr.2022.5421.

Full text

Abstract:

This research is aimed at exploring students' perception on learning writing skills based on Project-based learning (PBL) method. The researcher applied descriptive research design for this study. A questionnaire was designed to find out the student's perception after they had been taught writing skills through PBL for a semester of 3.5 months. Thirty-five students in class 11 Mathematics at Ha Long high school for gifted students participated in the study. The result of this study showed that project-based learning provides immense opportunities for students to develop their writing skills. The students felt more confident in their ability to write, to work with others and to clearly communicate information. In addition, they enjoyed being an active participant in the learning process and assignments and activities in PBL were helpful. Findings from the study suggest that when guiding groups to implement projects, teachers need to make requirements on objectives, set of content-oriented commands, scale, implementation process and products of the project. The plans of the groups are discussed, unified with the teachers and recorded in each individual project. It is also necessary to ask students to clarify the benefits, difficulties encountered and remedies, new ideas for developing the project are born during the implementation of the project by the team.

APA, Harvard, Vancouver, ISO, and other styles

39

Vika Puji Cahyani, Achmad Romadin, Erniyani, Fahri Anwar, and Mohd Zulfakar Mohd Nawi. "Optimising Assessment in Project-Based Learning to Improve the Quality of STEM Learning." International Journal of Scientific Multidisciplinary Research 2, no. 11 (November 30, 2024): 1645–56. https://doi.org/10.55927/ijsmr.v2i11.12392.

Full text

Abstract:

Project Based Learning is a pedagogical approach that places students at the centre of learning through the completion of real projects, allowing them to integrate theory and practice effectively. This research aims to analyse how systematic and thorough evaluation or assessment can serve as a benchmark for the effectiveness of Project Based Learning-based curriculum. This research is a combination of bibliometric research and Narrative Literature Review. The natural stages of this research are Determination of Purpose and Topic of Review, Search and Selection of Literature Sources, Organisation of Findings, Analysis and Presentation of Findings. The search was conducted specifically on copus indexed articles in 2020-2024 with the help of Publish or Perish software with the keyword ‘project-based learning evaluation’. Systematic and thorough evaluation or assessment can serve as a benchmark for the effectiveness of project-based learning curriculum. There are several solutions in project-based learning assessment including solutions to the need for assessment tools that are able to capture aspects of the process and results in a balanced manner, difficulty in assessing individual contributions in group projects and variations in the quality of projects produced due to differences in abilities and resources

APA, Harvard, Vancouver, ISO, and other styles

40

Sumarmi, Sumarmi, Syamsul Bachri, Listyo Yudha Irawan, Muhammad Aliman, and Wan Ibrahim Wan Ahmad. "Project-Based Research Learning (PBRL) Integrated With E-Learning in Projects Completion." International Journal of Emerging Technologies in Learning (iJET) 16, no. 07 (April 9, 2021): 16. http://dx.doi.org/10.3991/ijet.v16i07.21193.

Full text

Abstract:

Project-Based Research Learning (PBRL) is one of the learn-ing models that stimulate students to be active and innovative in developing products. The purposes of this study were to determine 1) the influence of the PBRL integrated with e-learning on students' spatial thinking ability, 2) the influence of the PBRL integrated with e-learning on the students' ability to make disaster management projects, and 3) the influence of the PBRL in-tegrated with e-learning on learning outcomes. The data analysis was used independent samples t-test from six essay questions and grading rubrics measurement. The results showed 1) a significant influence of the PBRL in-tegrated with e-learning on students spatial thinking ability, 2) an influence of the PBRL integrated with e-learning on the students' ability to make dis-aster management projects, and 3) a significant influence of the PBRL inte-grated with e-learning on learning outcomes. The learning model is also ef-fective as an alternative for distance learning.

APA, Harvard, Vancouver, ISO, and other styles

41

Eickholt, Jesse, Vikas Jogiparthi, Patrick Seeling, Quintrese Hinton, and Matthew Johnson. "Supporting Project-Based Learning through Economical and Flexible Learning Spaces." Education Sciences 9, no. 3 (August 9, 2019): 212. http://dx.doi.org/10.3390/educsci9030212.

Full text

Abstract:

Project-based learning often centers learning experiences around projects and is characterized by the application of knowledge, management of resources, and self-directed learning. In recent years, newer classroom designs have been developed to facilitate communication, classroom interaction and active learning but the cost of such spaces can be prohibitive. Here we present two economical options for flexible learning spaces that support the aims of project-based learning and cost much less than typical active learning classroom models. In a quasi-experimental study, one of our economical active learning environments was paired with a traditional classroom and a prototypical active learning classroom. These learning environments were used in a CS2 course that employed a group-based, active learning pedagogy centered on in-class projects. Students’ perceptions were gathered on the classrooms and their supporting technology. Between the economy and prototypical active learning environment, no significant differences were found in students’ perceptions of the space as it related to collaboration and supporting learning. Results from accompany focus groups indicates that the space was conducive to their learning and helped them engage with peers. These economical and flexible options support the aims of project-based learning at a reduced cost.

APA, Harvard, Vancouver, ISO, and other styles

42

KOVÁCSNÉ PUSZTAI, Kinga. "Evaluation of Project-Based Learning." Acta Didactica Napocensia 14, no. 1 (July 2021): 64–75. http://dx.doi.org/10.24193/adn.14.1.5.

Full text

Abstract:

"Abstract: In our rapidly changing world, the role of education is not only to pass on knowledge, because the acquired knowledge will be quickly expired, the different professions are also changing in a short time. It would be also important to pass on a kind of ability which the students will be able to independently acquire knowledge after completing their studies with or they would be able to navigate safely through the world, or to work in a team. The project-based education is one opportunity to reach this, with many people have been dealing since the mid- 20th century with, but it has not become popular in education. One explanation to this is that the project work is managed in team, hence it is difficult to evaluate well. In my article, in addition to the general description of the evaluation of the project task, I give valid examples of how this evaluation can be applied in education. Considering the importance of projectbased education being present in all age group, some of my examples can be used in public education and the other in higher education."

APA, Harvard, Vancouver, ISO, and other styles

43

Du, Jianxia, Byron Havard, James Adams, and Heng Li. "A Project-Based Learning Approach." International Journal of Information and Communication Technology Education 1, no. 4 (October 2005): 13–24. http://dx.doi.org/10.4018/jicte.2005100102.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Amamou, Sonia, and Lilia Cheniti-Belcadhi. "Tutoring In Project-Based Learning." Procedia Computer Science 126 (2018): 176–85. http://dx.doi.org/10.1016/j.procs.2018.07.221.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Yassine, Benjelloun Touimi, Nourrdine EL Faddouli, Bennani Samir, and Mohammed Khalidi Idrissi. "Project-based Learning Modeling Language." Procedia - Social and Behavioral Sciences 106 (December 2013): 2159–78. http://dx.doi.org/10.1016/j.sbspro.2013.12.247.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Brown, Bennett. "Project- and problem-based learning." ACM Inroads 6, no. 4 (November 17, 2015): 87–91. http://dx.doi.org/10.1145/2832918.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Carpenter, James. "Drama in Project-Based Learning." JALT PIE SIG: Mask and Gavel 3, no. 1 (August 2014): 16–23. http://dx.doi.org/10.37546/jaltsig.pie3.1-2.

Full text

Abstract:

This paper describes a student-centered project-based language learning approach currently practiced at an English language school in Japan. The approach focuses on the creation and performance of original dramas as part of a school festival held every six months. These dramas are written and staged entirely by students. Instructors are responsible for providing language support and content feedback. Assessments are handled through peer and self-assessment based on criteria developed in consultation with instructors. While there are a number of important empirical questions about both project-based learning generally and this learning approach specifically that need to be addressed, the learning approach outlined here provides a good organizing frame for incorporating drama into more rigorous, student-centered project-based language courses in a variety of contexts, e.g., elementary, high school, or university English language courses.

APA, Harvard, Vancouver, ISO, and other styles

48

Cox, Dannon G., and Karen S. Meaney. "Lights, Camera, Project-Based Learning!" Strategies 31, no. 1 (January 2, 2018): 23–29. http://dx.doi.org/10.1080/08924562.2017.1394240.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Vincent, Valeria, Frieda Powell, Emily Adah Miller, and Susan Codere Kelly. "Project-based Learning in Argentina." Science and Children 60, no. 1 (September 2022): 37–41. http://dx.doi.org/10.1080/19434812.2022.12291819.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Arpah, Maryana, Ratih Kusumawardani, and Atin Fatimah. "Creativity and Project Based Learning." International Journal of Emerging Issues in Early Childhood Education 5, no. 2 (March 14, 2024): 22–29. http://dx.doi.org/10.33830/ijeiece.v5i2.1626.

Full text

Abstract:

In this study, researchers will examine the creativity of children aged 5-6 years through Project Based Learning. This research uses descriptive qualitative research methods with research techniques of observation, interviews, documentation and field notes. The aim of this research is to find out whether Project Based Learning can increase the creativity of children aged 5-6 years. The creativity of children aged 5-6 years has been very well developed, seen from almost all aspects observed by researchers, which often appears and can be seen in every child, this is of course the result of Project Based Learning. Based on these findings, it can be concluded that Project Based Learning is able to increase the creativity of children aged 5-6 years at PAUD Al-Kautsar Cilegon City.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Project Based Learning'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles