Assessment of Project-Based Learning in a MECHATRONICS Context

Abstract

Introduction Project-based learning (PBL) that has authenticity in the pupils’ world enables the teaching of science and technology to pupils from a variety of backgrounds. PBL has the potential to enable pupils to research, plan, design, and reflect on the creation of technological projects (Doppelt, 2000). Imparting creative thinking within the design process of pupils’ projects not only requires changing the teaching methods and learning environment, but also adopting new assessment methods such as student portfolios. Engineering education, which is common in Israel, has a unique structure in that it combines practical and theoretical knowledge, synthesizes vertical and lateral thinking, and creates a rich and flexible learning environment. The CTT (Creative Thinking in Technology) program (Barak & Doppelt, 1999) integrates Co.R.T. Thinking tools (De Bono, 1986) into the technology curriculum using the LEGO-Logo learning environment for creating authentic projects. The program began in 1994. Pupils study lateral thinking tools in order to deal with different alternatives, to consider multiple factors, and to refrain from premature judgments on ideas. They use vertical thinking tools in order to document their design process and to calculate and to structure programming for the control of their projects. Earlier field research by Barak, Waks, & Doppelt (2000) showed that pupils prefer a learning environment that emphasizes planning and building activities and team projects. Pupils have stated that these aspects of a learning environment contribute to creating challenges, curiosity, imagination, and success in studying technological subjects (Doppelt & Barak, 2002). As the CTT program evolved, a Creative Thinking Scale (CTS) was