Abstract
AbstractThis paper describes the impact of the project-based learning (PBL) approach on learning and teaching physics from the perspective of pre-service elementary school teacher education students and an instructor. This approach promoted meaningful learning (mainly in the scope of projects), higher motivation, and active involvement of students in learning during the entire course. It improved students’ attitudes towards learning physics, reducing fear, and increasing their self-efficacy and enjoyment of learning. This approach developed essential learning and collaborative skills, and strengthened interpersonal and intercultural interactions among all. Implementing PBL raised several challenges: the tension between the quality of learning and the scope of the course content and the necessity to combine a variety of teaching methods to meet students’ learning needs. The paper describes advantages and difficulties from the perspectives of both students and the instructor.
Highlights
The traditional teacher-centered lecturing approach allows for the delivery of information to large classes and can be considered cost effective in higher education
The main characteristics of Project-based learning (PBL) are the centrality of PBL to the curriculum; long-term inquiry-based learning driven by meaningful, authentic questions; autonomous and collaborative learning; and a well-designed product
Planning PBL activities require from a teacher the designing of a good driving question that is not directed to predictable answers but can trigger an in-depth research process of multifaceted topics relevant to students
Summary
The traditional teacher-centered lecturing approach allows for the delivery of information to large classes and can be considered cost effective in higher education This passive learning—as a rule—results in unsustainable outcomes: students are not motivated to learn, they do not create a meaningful knowledge base, and forget much of the course material shortly after the exam. Students are involved in learning authentic themes, asking questions, raising hypotheses, searching for relevant information, planning an inquiry, collecting data, thinking critically, discussing, sharing ideas, reasoning and decision-making, developing a product, and presenting it to an audience. The teacher needs to develop an assessment process, plan activities, and the type of desired product
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