Abstract
Project-based learning (PBL) is considered to be one of the most highly valued methods in the development and acquisition of competencies at all educational levels. From an interdisciplinary and collaborative focus, pupils acquire knowledge and skills through investigative tasks, with a view to responding to a problem or challenge, in the form of a final product. The methodological implementation of PBL in specific teacher-training contexts is especially useful for curricular inclusion and the didactic treatment of relevant contemporary social problems and socially alive questions. In this investigation, the assessment of the perceived learning of a group of infant-education teacher trainees (n = 59), following a teacher-training program on social problems, is analyzed. The program is designed on the basis of the principal methodologies of PBL and the operational integration of information and communications technology (ICT) (WebQuests). The study begins with the pre-experimental quantitative designs of a cross-cutting prospective nature with a control group. The results provide information on the special didactic potential of active methodologies, including PBL, for the creative development of thought processes and the acquisition of social competencies and good citizenship in relation to social problems on interdisciplinary curricular projects for infant education. Likewise, it is evident that PBL methodology through ICT facilitates the acquisition of technological competencies, linked to the development of social and communicative competencies, as well as cooperative–collaborative work.
Highlights
Assessed as one of the active student-centered methodologies [1] and the acquisition of competencies, project-based learning (PBL) encourages higher levels of responsibility from pupils and students, who will have to manage their projects and problem-solving in work groups [2]
The students enrolled in the control group and in the experimental group expressed their generalized agreement with the didactic capability of the PBL methodology for the development and the acquisition of social and communicative competencies, and the promotion of higher-order cognitive skills through cooperative and collaborative work in the teaching–learning of the social sciences (Table 2)
The opinions of the students who followed the course of social issues and information and communications technology (ICT), in effect, reflect a relation of moderate dependency between the functionality of ITC (WQ) and PBL in the transformation of digital contents in social knowledge, and in the development and acquisition of key competencies through cooperative–collaborative work
Summary
Assessed as one of the active student-centered methodologies [1] and the acquisition of competencies, project-based learning (PBL) encourages higher levels of responsibility from pupils and students, who will have to manage their projects and problem-solving in work groups [2]. Despite the unequal application of those methodological principles in higher education [7], their general guidelines consider the use of problems for knowledge construction, self-directed learning, student-centered teaching, group activity of the students, and the acceptance by the teacher of the role of animator rather than transmitter [8]. This methodological model seeks to align different curricular and educational elements in a coherent and integrated manner, such as competencies and objectives, the teaching design of the project, evaluation, materials, and student expectations [9,10]. The projects upon which the methodology is based follow PBL principles, understood as a model of teaching and learning in which “the students, actively and with a very clear personal intention, investigate their environment, form ideas and concepts around it, try to understand it, form opinions of it and act upon it” [11] (p. 46)
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
