Background
Existing research has demonstrated that student characteristics, such as race/ethnicity, sex, and personal beliefs about engineering knowledge, shape students' experiences in ...ill‐structured problem‐solving, such as engineering design, where ideas must be communicated, negotiated, and selected in complex social processes.
Purpose
The purpose of this research was to examine the how student characteristics, such as race/ethnicity, sex, and epistemological beliefs, are associated with patterns of idea contributions and ideas enactments in collaborative project teams.
Method
In this article, I use the multilayer exponential random graph model (ERGM) for examining multiple complex social relationships simultaneously. Drawing on survey data from a study of engineering student teamwork, this research examines the relationship perceptions of idea contributions (layer 1) and idea enactments (layer 2) in collaborative project teams.
Results
Results indicated no sex differences in the perceptions of idea contributions and enactments in student design teams. However, underrepresented minority students and Asian America/Pacific Islander students were reported as less frequently having their ideas enacted. Further, epistemological beliefs similarity effects were a significant predictor on the idea contribution layer, and epistemological beliefs sociality effects were significant on the idea enactments layer.
Conclusion
Achieving equity in teamwork pedagogies requires understanding the dynamic social processes that shapes patterns of participation in student teams. This research demonstrates the power of social networks methodologies for modeling teamwork processes, pointing specifically to the ways that student characteristics are associated with perceptions shape idea contributions and enactments in student teams.
This study aims to improve the collaboration skills of third-grade students at SD N Ledok 01 Salatiga by applying the Project Based Learning (PjBL) Model. The type of this research is a collaborative ...classroom action research (PTKK). The subject of this research were 26 third-grade students. This study uses a spiral spin model design developed by Kemmis and Mc Taggart. This research was conducted in 2 cycles. Each cycle consists of 3 stages, namely the planning stage, the implementation and observation stage, also the reflection stage. This research is successful if it achieves success indicators<80%. Data collection techniques are in the form of observation, interviews and documentation. Data analysis used is descriptive qualitative and quantitative. The results showed that the Project Based Learning (PjBL) Model can increase collaboration skills occurring in each cycle which has been shown that students can interact with group mates while doing assignments, which is shown in the pre-cycle of 0%, cycle I of 54%, and cycle II by 81%. Mutual assistance has increased as shown in the pre-cycle of 0%, cycle I of 62%, and cycle II of 85%. Student’s ability to be responsible increased as shown in the pre-cycle of 0%, cycle I of 58%, and cycle II of 85%.
Kreativitas siswa pada pembelajaran Seni Budaya dan Prakarya (SBdP) khususnya dalam menggambar perlu ditingkatkan dengan melakukan inovasi model pembelajaran yang tepat, terutama yang mendorong siswa ...untuk aktif dan kreatif selama proses pembelajaran. Inovasi model pembelajaran Project Based Learning (PJBL) muncul sebagai solusi yang dapat menyelesaikan tantangan yang dihadapi saat ini untuk meningkatkan kreativitas siswa. Penelitian ini bertujuan untuk menyelidiki pengaruh inovasi pembelajaran model Project Based Learning (PJBL) sebagai upaya peningkatan kreativitas siswa menggambar komik edukatif pada mata pelajaran SBdP kelas V. Penelitian ini menggunakan metode deskriptif kualitatif. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah wawancara dan observasi dokumentasi. Teknik analisis data yang digunakan dalam penelitian ini adalah teknik triangulasi data. Hasil penelitian menunjukkan bahwa dengan mengimplementasikan inovasi pembelajaran model Project Based Learning (PJBL) dapat meningkatkan kreativitas siswa menggambar komik edukatif pada mata pelajaran SBdP kelas V di SD ‘P’ kapanewon Rongkop. Berdasarkan hasil observasi kreativitas siswa terdapat 6 dari 10 siswa yang belum berkembang. Setelah dilakukan pembelajaran dengan menggunakan inovasi pembelajaran model Project Based Learning (PJBL) melalui menggambar komik edukatif maka hasil kreativitas siswa meningkat. Terbukti 1 dari 10 siswa sudah mulai berkembang (MB), 7 dari 10 siswa sudah berkembang sesuai harapan (BSH), 2 dari 10 siswa berkembang sangat baik (BSB). Kesimpulan dari penelitian ini yaitu inovasi pembelajaran model Project Based Learning (PJBL)melalui menggambar komik edukatif terbukti beperengaruh terhadap peningkatkan kreativitas siswa pada mata pelajaran SBdP kelas V.
The aim of this study was (1) to describe challenges prospective teachers perceive during project work in a pedagogical makerspace and coping strategies they develop to deal with the challenges, (2) ...to analyse the development of prospective teachers' TPACK and attitudes towards the use of ICT in class. Challenges regarding project work and coping strategies were recorded via semi‐structured interviews and evaluated by qualitative content analysis. TPACK and prospective teachers' attitudes towards the usefulness of digital technologies, technology acceptance, intrinsic motivation, self‐efficacy, intentions to use digital media and constructivist understanding of teaching were assessed via questionnaire. The sample consists of German prospective teachers (N = 145). The results show an increase in TPACK, technology acceptance, intention to use digital media and motivation over the course of the project. TPACK before the intervention was the only variable that predicted TPACK after the intervention. The prospective teachers report numerous challenges during their projects, which can be attributed to the framework, teamwork, and taskwork levels, as well as the individual TPACK. Coping strategies were mainly found on the taskwork level, for example by adjusting goals, creating subtasks and organising regular feedback meetings for self‐monitoring.
Practitioner notes
What is already known about this topic
The opportunities for using ICT in schools are developing rapidly, and with them, the demands on teachers' skills (TPACK).
The promotion of TPACK competencies in a holistic, multi‐layered, and practice‐oriented manner has to be learned over a longer period of time combining theoretical explanations with practical activities.
Making appears to be a suitable activity to foster TPACK, and a makerspace was described as an ideal learning environment to follow constructivist learning, but it has not yet been empirically tested.
What this paper adds
The presentation of an innovative approach for prospective teachers to teach TPACK problem‐ and project‐based in a pedagogical makerspace.
Empirical data of a large sample size in a field that has not yet been sufficiently empirically researched.
A model‐based analysis of the challenges of project work in a university pedagogical makerspace regarding preservice teachers and their coping strategies.
Examination of the suitability of project‐based work in the pedagogical makerspace for teaching TPACK and relevant attitudes.
Further insights about learning processes and influencing factors in a university pedagogical makerspace with respect to promoting TPACK.
Implications for practice
A pedagogical makerspace is a suitable learning environment to foster TPACK and attitudes towards the use of ICT in school.
TPACK development depends on TPACK before working in a makerspace.
Challenges and coping strategies while working in a pedagogical makerspace can be assigned to four levels.
The assignment of challenges and coping strategies to those levels supports lecturers in developing the necessary support structures.
Support structures should include at least basic knowledge about the organisation of projects. Agile project elements prove helpful for product development in the makerspace.
Online collaboration is becoming increasingly more common in work life and education, a development that is accentuated by the Covid-19 pandemic. It is thus imperative that students learn to work in ...and as teams in online settings, and that teachers and educational researchers and policymakers understand how online environments enable and constrain student collaboration. However, what has been missing in research on online student collaboration is a focus on students as agents rather than passive learners as well as a lack of focus on student teams as self-organizing teams. This paper reports on a study that investigated the experiences of 1611 graduate students in 315 teams enrolled in an interdisciplinary project-based course during their (forced) transition from face-to-face to online collaboration due to the COVID-19 pandemic. We explored how the transition to online learning affected social interaction and how teams changed their practices to support and sustain social interaction in the online environment. The findings show that the changed conditions of the learning environment influenced social interaction in negative ways, but also that team reflection seemed to enable the students to reverse some of the adverse effects and develop practices that supported both the cognitive and socio-emotional dimensions of social interaction. Theoretically, this study suggests possible causes for why social interaction was reduced and provides in-depth knowledge about the relationships between social interaction, social presence, and social space. The study also provides support for theories of learning that emphasize the need to consider students as active agents rather than merely users of the affordances of a virtual learning environment or guided by the teacher's interventions. It makes a unique contribution to the scarce empirical literature on virtual self-organizing student teams in higher education and provides practical implications for teachers and educational researchers and policy makers.
•315 student teams during transition from face-to-face to online collaboration.•Reduced social interaction in the socio-emotional and the cognitive dimension.•Teams developed practices that supported social interaction.•Importance of integrating team reflection as part of course design.•Need to consider students as active agents rather than passive users of affordances.
Practicum-based worksheets have been proven to improve students' thinking abilities. This research aims to describe the design and determine the feasibility of a project-based practical worksheet on ...buffer solution material. This research uses the Borg & Gall development model which consist of analyzing potential problems stage, data collection, product design, product marketing, product analysis and revision. The research subjects were 11th grade students from two different senior high school. The validation results show that the project learning-based student worksheet is classified as very valid with a score of 93 for small scale, 96 for medium scale, and 99 for large scale. The media was declared suitable for use based on the results of trials on small, medium and large scale students in the very good category with scores of 50, 51 and 55 respectively. This shows that project-based practical worksheets on buffer solution material are suitable for application to students.
So far, history lessons are only textual in nature. For this reason, teachers must start preparing students to face the rapidly changing technological developments. Meanwhile, the need for human ...resources in the future is to be able to think analytically, collaboratively, and interdisciplinary. For this reason, this research will raise the application of STEAM through Project Based Learning as an innovation in learning history. Researchers use qualitative methods. First, reflection aims to bring students into the context of the problem and provide inspiration to students. At the research stage, more learning processes occur. In this stage, the teacher also guides the discussion more and determines whether students have developed conceptual and relevant understanding. The discovery stage connects research and information known in project preparation. Students begin to study independently and determine what is still unknown. At this stage, the students collaborate to find solutions. At the application stage, students test products made from previously determined conditions. The results obtained are used to improve the previous step. The final step is communication. The communication process is carried out to convey ideas. At this stage, the teacher and colleagues conduct a final assessment. In addition, teachers are also expected to be able to provide appreciation and constructive feedback. The results showed that STEAM in Project Based Learning for history learning proved to be effective in encouraging students' creativity, collaboration, and communication skills. However, this method requires careful planning. Some students are also not familiar with project learning.
•Project-based learning and SCAMPER were used to trigger learners’ various thinking.•High-creativity learners are more likely to cope well with challenging problems.•High-creativity learners tended ...to express personal ideas and opinions.•Low-creativity learners preferred learning passively and dependently.•Low-creativity learners expected the returns obtained to meet personal expectations.
Because of paradigm shifts in target markets, skills necessary for employment in the engineering industry include those honed through interdisciplinary experiences and creative thinking. Therefore, modern engineering education should focus on developing students’ innovative thinking and ability to solve engineering problems by designing creativity courses that foster students’ creativity, critical thinking, and transfer of learning skills. Moreover, creativity training methods in engineering courses and teachers’ provision of proper instruction strategies for instructing creative thinking are critical topics. Therefore, this study introduced project-based learning and SCAMPER teaching strategies in an information engineering project course and adopted Moodle as the learning platform. By engaging students in experimental activities for two semesters, this study investigated differences between high- and low-creativity learners in terms of cognition, personal motivation, and personality traits.
Ideally education should prepare students to be able to face challenges in the future. The physics learning process implemented by teachers in the classroom should be able to encourage the growth of ...21st century skills in students. In reality, the learning process still uses conventional methods and teacher-centered, so that the ability of students is low. For this reason, PjBL is implemented to improve students’ abilities in physics subjects. The purpose of this study is to analyze the influence of similar research that use PjBL. The type of research used is meta-analysis research with a quantitative approach. The results of this research are the first, namely the impact of similar research from PjBL which indicates that PjBL has a positive impact on physics learning. Second, based on grade level, similar study effects of PjBL showed that grade X had a more significant effect. Thirdly, based on the learning materials, the impact of similar studies of PjBL shows that the topic of simple harmonic motion has a significant impact. Fourth, based on the learning media that has a more significant effect on similar research, namely LKS media. Fifth, based on the aspects reviewed, the impact of similar studies of PjBL indicated that the aspect of problem-solving ability has a more significant impact. This research can be used as a reference to develop PjBL at school levels, different materials, various interactive media, and aspects reviewed.
Group regulation has been recognised as an important factor affecting students' performances in project‐based learning. However, students often experience unsuccessful project outcomes due to several ...factors, such as unfocused negotiation and lack of project monitoring. In this study, a group regulation promotion approach was developed. The proposed approach consisted of a group‐regulated learning module that allows students to set learning goals, divide work and adjust their learning progress. There is also a platform for students to share their learning goals, observe others’ work and discuss with their peers. To evaluate the effectiveness of the proposed approach, a 6‐month experiment was conducted in a higher education context. A total of 50 undergraduate students aged 19–20 years old participated in this research. One class assigned as the experimental group learned with the proposed approach, whereas the other class assigned as the control group learned with the collaborative project‐based learning approach. The results revealed that the proposed approach benefited the students’ group learning performance, individual learning performance and their perception of group regulation. In addition, students who learned through the promotion mechanism showed more active learning behaviours. In sum, the integration of the group regulation promotion approach can be an effective means of enhancing students’ learning performance.
Practitioner notes
What is already known about this topic
Collaborative project‐based learning has been regarded as a comprehensive approach for teaching and learning.
Technologies benefit students by facilitating online and offline collaborative project‐based learning.
Group regulation has been recognized as an important and challenging factor affecting students' performances in project‐based learning.
What this paper adds
A group regulation promotion approach was developed to encourage students to engage in continuous group regulation with their peers.
A group‐regulated learning module was provided to help students set learning goals, divide work, and adjust their learning progress.
A sharing platform was developed to assist student in sharing their learning goals, observing others' work, and discussing with their peers.
The proposed approach promoted the students’ group learning performance, their individual learning performance, and active regulated learning behaviors.
Implications for practice and/or policy
The group regulation promotion approach is a potential strategy for implementing collaborative learning activities, especially for improving students’ active regulated learning behaviors.
It is worth deeply investigating students’ regulated learning behaviors in collaborative learning activities.
