Project-based learning (PBL) is gaining momentum as a rich and multifaceted instructional approach that is motivating and engaging. Miranda S. Fitzgerald and Annemarie Sullivan Palincsar argue that ...PBL provides a particularly rich context for fostering students’ literacy motivation and engagement. One reason for this is that characteristic features of PBL closely align with research-supported instructional practices for fostering literacy motivation and engagement, such as peer collaboration, communicating with real audiences, and solving meaningful problems. They describe supporting research and share how educators can use the SMILE concept — sharing, me, importance, liking, engagement — to design and implement PBL to foster literacy motivation and engagement in K-12 classrooms.
For many students, project-based learning (PBL) can be more engaging than more traditional instructional approaches. Over the past 15 years, Anna Saavedra and Amie Rapaport studied seven ...inquiry-based approaches. Their research shows that PBL has a positive effect on students’ achievement and development of important soft skills. Schools can maximize chances of success by providing expert-created, high-quality, adaptable materials; aligned professional learning opportunities; and a supportive schoolwide culture. Some of the challenges of PBL implementation include the tension between breadth and depth of content, keeping projects central to the curriculum, misalignment of standardized assessments with PBL, and financial requirements.
To prepare medical students for a rapidly changing healthcare landscape, where new means of communication emerge, innovative teaching methods are needed. We developed a project-based learning course ...in which medical students design audiovisual patient information in collaboration with patients and with students in Communication and Information Sciences (CIS). We studied what learning mechanisms are triggered in medical students by elements of a project-based-learning course.
In this qualitative study, twelve sixth year medical students that participated in the course were individually interviewed. Data were analyzed according to the principles of qualitative template analysis.
We identified four learning mechanisms: Challenging assumptions about patients’ information needs; Becoming aware of the origin of patients’ information needs; Taking a patient’s perspective; Analyzing language to adapt to patients’ needs. These learning mechanisms were activated by making a knowledge clip, collaborating with patients, and collaborating with CIS students.
Collaborating with patients helped students to recognize and understand patients’ perspectives. Working on a tangible product in partnership with patients and CIS students, triggered students to apply their understanding in conveying information back to patients.
Based on our findings we encourage educators to involve patients as collaborators in authentic assignments for students so they can apply what they learned from taking patients’ perspectives.
•We describe a project-based learning course to develop patient information.•Medical students cooperated with a patient and a communication student.•Communication students gave advice on communication and offered a layman perspective.•Collaborating with patients helped students to understand patients’ perspectives.•Cocreating patient information enabled students to apply this understanding.
This study investigates the preparedness of school students in grades 9-12 to engage in physics project-based hybrid learning within the Sultanate of Oman. Using survey methodology, the research ...employed the online learning readiness scale and self-directed learning readiness scale following an evaluation of the questionnaire’s reliability. A total of 383 physics students participated in the electronic survey conducted across 11 educational governorates in Oman, and descriptive statistics were employed for the analysis. Most participants, predominantly from grade 9, were situated in the Muscat Governorate, consistent with the targeted research population. The findings indicate a generally moderate level of readiness among school physics students (grades 9-12) for engaging in project-based hybrid learning. The study enhances the comprehension of student readiness dynamics amid evolving educational methods, specifically in physics project-based hybrid learning in the Sultanate of Oman.
During the 2012 to 2013, 2013 to 2014, and 2014 to 2015 academic years, 20% of course time within the subject Sociology of Education, in the Pedagogy, and Social Education undergraduate degrees run ...by the University of the Basque Country, was devoted to Project-Based Learning. The aim was to design, test, and evaluate an innovation and educational improvement experience oriented toward fostering the competences linked to the subject, using active, and participatory methodologies. The design of the exercise involved preparing the Teacher and Student Guides, outlining the context of the project and its objectives, drafting the statement or scenario and the justification and specifying related topics, expected work, previous knowledge required, activities planned, deliverables, resources to be used, evaluation systems and schedule, among others. The results, which were based on student notes and opinions, were positive: Project-Based Learning enables active student participation, fosters contact with reality, and results in significant learning for their professional future.
This paper proposes an approach to teaching and learning that reflects the idea that to undergo systemic change we need to learn from and with living systems. I reflect on two projects that ...illustrate small steps towards this emergent practice and draw upon theories that may help to frame this ecological approach. Drawing these frameworks and design education projects together helps to understand education for sustainability as embedded in productive learning relationships, involving thinking reflectively on our messages and actions. According to the UNESCO Policy Brief (2018) Education is a crucial element of a sustainable development agenda and needs to be holistic and transformational. These practices of taking education outside of the classroom are illustrated through examples of project-based learning in a Communication Design degree at Otago Polytechnic in Dunedin New Zealand in partnership with local environmental groups, and aim to be both holistic and potentially transformative. Examining the projects in this way helps to see the requirement for empathy including and beyond human-centred design, an understanding of the systems in which the student projects sit, and acknowledging te Ao Māori, an indigenous worldview unique to New Zealand.
This paper is a case study of a particular project (the Vision 20/20 project), which was developed by students on an interdisciplinary project. The goal of the project was to develop a child-to-child ...vision screening toolkit to integrate eye health into the school curriculum and make vision testing more accessible for children. An interdisciplinary research team was formed to support the students, and then continued to work together to ensure the ongoing sustainability of the project. The team used an action research approach and consisted of researchers and practitioners from three institutions: Otago Polytechnic, the University of Otago, and Tahuna Intermediate School (10-13 year olds). It was made of occupational therapists, optometrists, product designers, teachers and learners (at multiple levels). This case study exemplifies how problem-based learning can provide a context for students to do real work that makes a difference in the world. This goal of the Vision 20/20 project connects closely with the commitment underpinning the UN Sustainable Development Goals, which is to leave no one behind. The SDG for health (Goal 3: Good Health and Wellbeing) links with the World Health Organisation Global Action Plan on Universal Eye Health. There is considerable scope for this project to continue to develop in ways that will feed our long-term goal of ensuring that no child is left behind because of poor vision. Similarly this project illustrates how faculty members from different disciplines can work together to develop a learning environment that enriches student’s learning opportunities.
The article is dedicated to methods of activating students' independent learning activities during biology classes. It is proved that independent work in education holds significant importance for ...both the learning process and students of general secondary education. As noted by the authors of the article, the successful implementation of such activities depends on the teacher's ability to effectively manage them. Among the innovative methods there are: problem-based learning, projects and research, group work, utilization of internet resources and multimedia, task solving, and independent preparation of presentations or reports. By following these principles, it is possible to contribute to the development of students with their own worldview and a steadfast life position. The article highlights the importance of active independent learning activities during lessons, particularly in biology, and provides lesson plans developed using methods aimed at fostering such activities among seventh-grade students. Additionally, the results of student surveys are presented, demonstrating the level of interest in biological education, ranking of subjects in personal significance, level of students’ independent activity, and their suggestions for diversifying and improving the process of biology learning. It was revealed that 13% of students exhibit a high level of independent learning activity, 54% demonstrate an average level, while 32% have a low level of independent learning activity. It is noted that activation of students' independent learning activities in the process of studying biology is crucial for both their personal growth and overall development. As biology has its peculiarities, students' independent activity becomes the foundation for their success and the development of scientific thinking. Taking into account these aspects, it can be argued that students' independent cognitive activity in the study of biology is essential for their comprehensive development and the formation of scientific thinking and skills useful in future life and professional activities. According to the research, to achieve such results, teachers should create conditions conducive to the development of students' independence and cognitive abilities, providing them with the opportunity to independently explore, study, and conceptualize new knowledge.
Стаття присвячена висвітленню прийомів активізації самостійної навчальної діяльності учнів під час вивчення біології. З’ясовано, що самостійна робота у навчанні має велике значення як для процесу навчання, так і для виховання здобувачів загальної середньої освіти. Успішне проведення такої діяльності залежить від вміння вчителя ефективно керувати нею. На думку авторів статті, важливо дотримуватися певної логіки викладу, забезпечувати доступність матеріалу та враховувати індивідуальні особливості учнів. Серед інноваційних освітніх методів визначено: проблемне навчання, проекти та дослідження, групову роботу, використання Інтернет-ресурсів та мультимедіа, розв'язання завдань та кейсів, самостійну підготовку презентацій або доповідей. Враховуючи ці принципи, можна сприяти формуванню учня з власним світоглядом та стійкою життєвою позицією. В статті висвітлено значення активної самостійної навчальної діяльності учнів на уроках, зокрема, і на уроках біології, і подані розробки уроків, які зроблені з застосуванням методів, які сприятимуть розвитку такої діяльності в учнів 7 класу. Також подані результати опитування учнів, які демонструють рівень зацікавленості учнів у здобутті біологічної освіти, рейтинг предметів особистої значущості, рівень їх самостійної активності та пропозиції учнів стосовно урізноманітнення та покращення освітнього процесу вивчення біології. Виявлено, що 13% учнів мають високий рівень самостійної навчальної активності, у 54% опитаних спостерігався середній рівень, а 32% - низький рівень самостійної навчальної діяльності. Доведено, що активізація самостійної навчальної діяльності учнів у процесі вивчення біології важлива як для їхнього особистісного зростання, так і для загального розвитку. Оскільки біологія має свої особливості, самостійна активність учнів стає основою для їхнього успіху та формування наукового мислення. З’ясовано, що активізація самостійної навчальної діяльності учнів у процесі вивчення біології має кілька важливих аспектів: розвиток критичного мислення, залучення до активної діяльності, глибше освоєння знань та розуміння, а також формування навичок самоорганізації. Враховуючи ці аспекти, можна стверджувати, що самостійна пізнавальна діяльність учнів у процесі вивчення біології є важливою для їхнього повноцінного розвитку, формування наукового мислення та навичок, корисних у майбутньому житті та професійній діяльності. Обґрунтовано, що для досягнення таких результатів, вчителі повинні створити умови, які сприятимуть розвитку самостійності та пізнавальних здібностей учнів, давати їм можливість самостійно досліджувати, вивчати та уявляти нові знання.
