Three major challenges, sustainability, the fourth industrial revolution, and employability, will require new types of engineering programs, to help students develop skills in cross-disciplinarity, ...complexity, and contextual understanding. Future engineering students should be able to understand the needs for technological, sustainable solutions in context. The engineering graduates should be able to act in complex and chaotic situations. The question is how engineering institutions are responding now and how they should respond in the future. This article analyses the general responses from engineering education over the last 20 years. These responses are student-centred learning, integration of theory and practice, digital and online learning, and the definition of professional competencies. Examples are given of institutions that are already applying several of these components in the curriculum. On the long-term horizon, more personalised curriculum models are emerging based on students developing and documenting their own learning and career trajectories, as part of their lifelong learning strategy.
ABSTRACTThis article is entitled Implementation of Project Based Learning in Building Student Activeness, the purpose of writing is to describe the project model in learning as an effort to build ...student activeness. Through a literature review, we examine Project Based Learning as a learning model so that students can have the ability to understand, read actively, be able to analyze, be able to think critically, and be able to find or create results from the material they have studied. Through Project Based Learning, students will be more active and can use higher level thinking skills, so that student activity can be directly formed well.Artikel ini berjudul Implementasi Project Based Learning Dalam Membangun Keaktifan Mahasiswa, adapun tujuan penulisan adalah untuk mendeskripsikan model proyek dalam pembelajaran sebagai upaya membangun keaktifan mahasiswa. Melalui kajian pustaka dikaji tentang Project Based Learning sebagai model pembelajaran agar mahasiswa dapat memiliki kemampuan memahami, bersikap aktif, dapat menganalisis, dapat berpikir kritis, serta dapat menemukan atau menciptakan hasil dari materi yang telah dipelajari. Melalui Project Based Learning mahasiswa akan lebih aktif serta dapat menggunakan kemampaun berpikir tingkat tinggi, sehingga secara langsung keaktifan mahasiswa dapat terbentuk dengan baik.
Nowadays, companies are demanding better‐prepared professionals to succeed in a digital society, and the acquisition of Science, Technology, Engineering, Arts, and Mathematics (STEAM)‐related ...competencies is a key issue. One of the main problems in this sense is how to integrate STEAM into the current educational curricula. This is not something related to a subject or educational trend but rather to new methodological approaches that can engage students. In this sense, such active methodologies that apply mechatronics and robotics could be an interesting path to pursue. Given this context, the first necessary task in evaluating the potential of this approach is to understand the landscape of the application of robotics and mechatronics in STEAM Education and how active methodologies are applied in this sense. To carry out this analysis in a systematic and replicable manner, it is necessary to follow a methodology. In this case, the researchers employ a systematic mapping review. This paper presents this process and its main findings. Fifty‐four studies have been selected out of 242 total studies analyzed. From these, beyond obtaining a clear vision of the STEAM landscape regarding project topics, we can also conclude that robotics and physical devices have been applied successfully with collaborative methodologies in STEAM Education. Regarding conclusions, this paper shows that robotics and mechatronics applied with active methodologies is to be a good means to engage students in STEAM disciplines and thus aid the acquisition of what is commonly known as “21st‐century skills.”
To achieve the intended educational outcome, a learning model that puts a focus on student-centered learning must be is implemented. According to investigations of university education, lecturers ...still dominate the learning process, and students' critical thinking skills are still insufficient. Using STEAM in Project-Based Learning (PjBL) is one method for fostering 21st-century skills. STEAM is an acronym for science, technology, engineering, art, and mathematics. STEAM is a term that was coined after incorporating art into the STEAM teaching component. This research aims to examine the implementation and challenges of Project-Based Learning of STEAM at the university during the pandemic. This research employs literature review as its method. Furthermore, within the method it uses several national and international publications that contain theoretical or verifiable information. An organized and comprehensive examination of the publications is discussed in order to investigate the impact of STEAM-integrated project-based learning on the development of 21st-century qualifications. The results showed that the implementation of STEAM-integrated Project-Based Learning fosters students' development of 21st-century skills. STEAM-integrated PjBL allows students a hands-on learning chance to apply the topics they have studied in a project activity by fusing many domains of study. Through the learning activities, students can put their communication, scientific literacy, critical thinking, creative thinking, and scientific process abilities into practice
This research examines science-simulation software available for grades 6-12 science courses. The study presented, funded by the National Science Foundation (US), had two objectives: a literature ...synthesis and a product review. The literature synthesis examines research findings on grade 6-12 student learning gains and losses using virtual laboratories and science-simulation software, derived from a review of 79 relevant studies identified. Based on that literature, significant aspects of how such products influence student learning are identified. Tables summarise the research-based evidence about best practices in instructional design for such virtual lab and simulation products. Some products were then reviewed as case studies to determine in what ways and to what extent they implement such research-identified best practices. The overall goal was to consider where the most progress is being made in effective virtual-lab and simulation products, and what directions future development should take. The intent is to inform science educators, teachers, administrators, and policy makers who are using, buying, and examining middle and high school instructional materials. Author abstract
Background
Although human–robotic interaction is a rapidly burgeoning area of study within education, and social robots are being widely tested for use in schools, few studies have focused on early ...adolescent interactions with robots under actual classroom conditions.
Objectives
We introduced an autonomous, social robot (‘Pepper’) into a project‐based learning environment at a public elementary/middle school in order to see how long‐term exposure to a robot in a project‐based classroom affected student conceptions of robots.
Methods
We conducted unstructured classroom observations, focus‐group interviews with students, and took videos of students interacting with the robot at key points in the project. We engaged in joint coding and memo writing to summarize key themes.
Results
Our results showed the limitations of these social robots as interactive educational technology, but also revealed the complexity of young adolescent beliefs about robots as social actors. Although current technology limits the ability of robots to be widely deployed in public‐school classrooms, skillfully designed interventions using social robots have the potential to motivate and engage students.
Takeaways
Exposure to the robot stimulated students to discuss robots as social actors, raised issues about gender identification of artificial agents in the classroom, and stimulated discussion on what constitutes a social being. The initial novelty of the humanoid robot enhanced engagement with the longer‐term project and also challenged teachers to be more reflective and flexible in planning the project.
Lay Description
What is already known about this topic
Social robots are increasingly being used in K‐12 classrooms.
Robots are still a novelty for students, but technical limitations mean students rapidly lose interest.
Some students appear to form emotional bonds with the robots or believe the robots can think and feel.
Most of this research has been done under experimental conditions with younger children.
We know little about how early adolescents react to robots under normal classroom conditions.
What this paper adds
Using social robots in actual classrooms requires teachers to invest considerable time to learn about the technology and solve multiple implementation issues in order to keep up student engagement.
The novelty of a social robot can greatly enhance student motivation to engage in long‐term, complex projects.
Interacting with social robots stimulates young adolescents to discuss what aspects of the robot make them appear ‘social’.
Interacting with social robots stimulates young adolescents to consider whether or not robots are truly ‘social beings’.
Implications for practice and/or policy
The current generation of social robots is not suitable for most public school classrooms.
Social robots have potential for project‐based or problem‐based classrooms as they pose complex problems that stimulate young adolescent thinking about social beings and social relations.
In this era 4.0, students are required to have high-level thinking skills, which are better known as Higher Order Thinking Skills (HOTS). HOTS is the ability to think critically, logically, ...reflectively, metacognitively, and creatively to be able to solve the problems at hand. Globalization has brought its own changes and challenges in various fields including the field of Education. The learning program designed must be in line with 21st century education which requires graduates to be competent with a number of required skills. The purpose of this study was to find out how the implementation of Project-Based Learning (PjBL) through the Higher Order Thinking Skill approach was able to improve students' speaking skill at Gunung Rinjani University, and to find out how the HOTS-based PjBL process in public speaking courses. The participants in this study were 5th semester students in the Public Speaking subject of the English Education Study Program. This type of research is descriptive qualitative. Researchers used 3 data collection techniques, namely observation, interviews, and documentation. The results of this study showed positive responses by students regarding the implementation of PjBL through the HOTS approach, and were able to improve students' speaking skills and improve 21st century skills, namely critical thinking, creative, and able to solve problems, able to use technology media, and able to work together. In implementing PjBL using the HOTS approach, there are 4 steps that the lecturers implement, namely; preparation, implementation, development, and presentation.
Student science proficiency development demands sustainable and coherent learning environment support. Scholars argue that project‐based learning (PBL) is an efficient approach to promoting student ...science learning, compared to conventional instructions. Yet, few studies have delved into the learning process to explore how a coherent PBL system consisting of curriculum, instruction, assessment, and professional learning promotes student learning. To address the gap, this study investigated whether students' science proficiency on the three post‐unit assessments predicted their achievement on a third‐party‐designed end‐of‐year summative science test in a coherent high school chemistry PBL system aligned with the recent US science standards. The study employed a cluster randomized experimental design to test an intervention using our PBL system and only used data from the treatment group. The sample consisted of 1344 treatment students who participated in our PBL intervention and underwent the pretest and end‐of‐year summative test. Students' responses to the three post‐unit assessments were selected and rated to indicate their science proficiency. Two‐level hierarchical linear models were employed to explore the effects of students' performances of three post‐unit assessments on their end‐of‐year summative achievement, considering and controlling for student prior knowledge (i.e., pretest and prior post‐unit assessments). This study suggests two main findings. First, students' science proficiency in the three units could cumulatively and individually predict their summative science achievement. Second, students' performances on the two types of tasks (i.e., developing and using models) in the three post‐unit assessments could also be used to predict their summative science achievement. This research contributes to the field by showing that a coherent standards‐aligned PBL system can significantly and sustainably impact student science proficiency development.
The ability to create and use effective learning media is critical to students’ academic success. Therefore, a customized learning model for a learning media course needs to be developed to enhance ...learning effectiveness. The mobile-assisted project-based learning (PjBL) model was developed under the guidance of the Dick and Carey model to improve student learning outcomes in a learning media course. The validity test conducted for this model received a good score from expert validators, with an average score of 4.50 for usability and presentation, 4.56 for display, and 4.53 for language. The effectiveness test showed a high average n-gain of 0.83 in the one-to-one trial, 0.74 in the small group trial, and 0.73 in the large group trial. In addition, student feedback on the practicality of the mobile-assisted PjBL model was very good, with an average score of 4.31, or 86% of the ideal score. Based on these results, it is highly recommended to implement the mobile-supported PjBL model when teaching a learning media course.
Constructing explanations of complex phenomena is an important part of doing science and it is also an important component of learning science. Students need opportunities to make claims based on ...available evidence and then use science concepts to justify why evidence supports the claim. But what happens when new evidence emerges for the same phenomenon? The 'claim' portion of the claim, evidence, and reasoning explanation framework is viewed as the most accessible to students. When new evidence suggests that students adjust their current thinking however, do students incorporate this new information and modify their claims? This research utilised a time series research design to explore how students modify their claim over four iterations of one explanation, termed an evolving explanation. As new data were collected and analysed to provide additional evidence, students needed to evaluate their current claim to see if it took into account all available evidence. This research explores that process including the supports that the teacher provided and the challenges that students faced in developing one claim, over time. The findings indicate that many students face challenges adjusting their claims when new, conflicting evidence emerges, even with class discussion, teacher feedback, and written scaffolds. Several possible reasons exist to account for this challenge. Students may (1) ignore new evidence, (2) find 'undoing' their initial idea too cognitively demanding, or (3) simply not have any similar experience from which to build. Providing students with experiences of writing evolving explanations reflects what scientists do, while simultaneously preparing students to become more scientifically proficient. Author abstract
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