Example Of Project-based Learning Research Articles

Helping Future Schoolteachers Discover and Teach Soil: An Example of Project-Based Learning

Helping Future Schoolteachers Discover and Teach Soil: An Example of Project-Based Learning

Project-based learning on the example of the development and creation of historical GIS

The article describes the project "Development of historical ethno-political GIS "Territory of the Novosibirsk region in antiquity and in the Middle Ages" as an example of project-based learning and research work of students in the discipline "Basics of geoinformation mapping". The project contributes to the consolidation of existing and the development of new knowledge about the main stages of creating thematic GIS in GIS MapInfo, the ability to collect and analyze cartographic and literary sources, to develop the structure of thematic GIS, to prepare the initial vector data of the mapped territory, to create thematic GIS layers based on both source layers and brand new ones, to plot and to edit features, to populate the database, to develop symbols and labels, to design features, to set a cartographic projection, to create and to save a work set, to group layers, to generalize and to sign objects.

Project-based Learning for English Majors: Design and Perception

Project-based learning (PBL) is a teaching approach that has students work on a common project in a collaborative environment. PBL has been found to have positive impacts on students’ confidence and critical thinking abilities. In an attempt to implement PBL in classrooms for students majoring in English language and literature and to provide an example of PBL to researchers and practitioners, this study outlines a PBL course designed for English language and literature students. A survey investigating students’ perceptions and level of satisfaction with the course was conducted to analyze their experiences with PBL. The findings showed that students who participated in the PBL course found it helped them improve their real world and practical English abilities and appreciated the feedback they received from the instructor. They also reported increased confidence in using English. Still, instructors considering the use of PBL should consider the issues of time management and teamwork building activities. Implications and considerations for implementing PBL are discussed.

Estimation of Gain of Antennas Integrated in Commercial Smartphones

Project-based learning is one of the most popular approaches to enhance the learning experience in technical courses. An example of project-based learning to augment “design of passive microwave components” course is presented in this paper. Conventional courses on antenna design would have an experimental verification by measuring a stand-alone antenna in an anechoic chamber. But, this approach lacks the real-world application and hence the estimation of gain of antenna integrated in a commercial smartphone is investigated in this paper. The smartphone is initially activated for a specific wireless service and used as a transmitter inside an anechoic chamber. A broadband standard gain horn antenna is used as a receiver which is connected to the spectrum analyzer. The power profile of the received signal is logged and used for estimating the gain. Various cases of this scenario are presented.

Project-based learning example

Wireless technology has become a crucial component in communication and networking systems and technology. As the newer wireless technologies have been developed and deployed, the demand for wirele...

Sol–Gel Application for Consolidating Stone: An Example of Project-Based Learning in a Physical Chemistry Lab

A Project Based Learning (PBL) methodology was used in the practical laboratories of the Advanced Physical Chemistry department. The project type proposed simulates “real research” focusing on sol–gel synthesis and the application of the obtained sol as a stone consolidant. Students were divided into small groups (2 to 3 students) to simulate a real-world research team. This procedure allowed students to explore the sol–gel transition from synthesis until dry gel (xerogel), and analyze the properties of the sol, gel, and xerogels (especially pore volume and pore size). Moreover, the students learned an example of an application of sol–gel materials (as a “stone consolidant”) and were introduced to the use of several instrumental techniques such as nitrogen adsorption, Fourier transform infrared spectroscopy (FTIR), scanning electron microscopy (SEM), mercury intrusion porosimetry (MIP), and rheology measurement.

Project-Based Learning Example: Controlling an Educational Robotic Arm With Computer Vision

This paper describes a project-based learning case example developed at the University of Lleida, Spain. This proposal was addressed to third-year engineering students and combines knowledge from computer vision and robotic control to complete an automation project task. The learning target was to develop a computer vision system that must detect a small object placed randomly on a target surface and control an educational robotic arm to pick it up and move it to a predefined destination. The educational results of this experience have shown that the development of a practical-learning case based on the combination of computer vision and robotics has increased the motivation of the students and improved the assimilation of theoretical concepts.

Making News: A Successful Example of Project-Based Learning

Making News: A Successful Example of Project-Based Learning