Project-based Learning Activities Research Articles

Enhancing students’ productive skills in English Language Teaching through Project-Based Learning at Foreign Trade University – HCMC campus

Many students at Foreign Trade University - Ho Chi Minh City Campus (FTU HCMC Campus) are challenging with productive skills. Therefore, in response to the calls for involving students in the learning process, various approaches and methods based on the constructivist approach of learning are being adopted, such as Project-Based Learning, Task-Based Learning, Cooperative-Learning and Problem-Based Learning (Ali & Kassem, 2018). This article presents the research findings of the current application of Project-Based Learning (PBL) in the teaching of English productive skills to students at FTU HCMC Campus and how students can improve them. The research also provides insights into the expectations of students and entrepreneurs on that matter. The research group used the 5-point Likert scale in a questionnaire to collect data from students and interviewed FTU - HCMC’s English teachers and entrepreneurs to give further suggestions. Wilcoxon signed-rank test was used to analyze whether or not there is a significant difference in students’ English productive skills before and after using PBL in English language learning. This study found a significant difference in learners’ speaking skills before and after participating in PBL activities. The students improved their comprehension, range and the ability to deliver their ideas to the target reader for writing skills. However, no difference was found in their content, cohesion, and accuracy. The interviewed teachers and entrepreneurs supported the implementation of PBL in schools. Overall, PBL is encouraged in the settings of higher education institutions. The research findings may vary in different contexts. They also provide further reliable information for the instructors in adapting the curriculum and the teaching and learning strategies to enhance Vietnamese students’ productive skills.

Using Project-based Learning Activity on Enhance the Ability in Science Experiments of the First-Year Undergraduate Students

The purposes of this study were to study the ability in science experiment and presentation of the first-year undergraduate students through project-based learning.The sample group was one classroom of the first year undergraduate students (29 students). The research tools consisted of 1) the lesson plans, 2) the assessment form ofscience experiment report, 3) the assessment form of students’ presentation, and 4) the observation form or anecdotal record of students’ learning behavior. Both quantitative data and qualitative data were collected. The statistics used to analyze the quantitative data were mean standard deviation and percentage. The qualitative data was analyzed by the content analysis. The result indicated that the ability of science experiment and presentation of the first year undergraduate students through project-based learning has the mean score at 33.38 from full score 40 equal 83.45 % and there were 26 students or 89.66%, passing criterion, which was higher than specified criterion at 70%.

Developing Playful Devices as a Tool to Learn and Teach Physics

In this work, we will describe a Peer Project Learning assignment focused on the STEM project-based learning activities where students build a custom board game with a series of constraints that guide them to learn (and later teach) about the main concepts of an electromagnetism physics course for undergraduate students.

Enhancing 4Cs Skills of Secondary School Students Using Project-Based Learning

The purposes of this research were to create project-based learning (PjBL) activities and to improve the students’ 4Cs skills using PjBL. The 4Cs of the learning skills assessment test and a record of student behavior serve as research tools. The mean and percentage are the statistics that were employed in the study. The results demonstrate that 1) students possess the 4Cs skills that passed the 70% criteria: communication skills (83.33%), critical thinking skills (70.83%), creativity skills (80.56%), and collaboration skills (85.42%). The examination of PjBL methodologies, with strongly suitable from three experts, includes step 1. Compose, step 2. Clarify, step 3. Comprehend, and step 4. Come Together.

The Impact and Measurement of Today’s Learning Technologies in Teaching Software Engineering Course Using Design-Based Learning and Project-Based Learning

Contribution: This article demonstrates the impact of today’s Information and Communication Technologies (ICT) in teaching software engineering (SE) course with design-based learning (DBL) and project-based learning (PBL). The results show a positive influence of integration of DBL and PBL in reducing industry gaps with improved student performance, engagement, and learning through designed PBL activities. Background: For an engineering graduate analysis, design, thinking, and validation of complex systems interactions is a desirable skill to support sustainability goals. A restructuring in delivery of the course through interactive lecture time and more project-based activities can improve students’ engagement, performance, and overall achievement in attaining desirable program learning outcomes (LOs). Intended Outcome: The objective is to provide student learning with an experience on how to apply critical thinking and creativity to specify, design, and validate software systems by focusing on challenges faced in the software industry. Application Design: Google classroom was used to conduct interactive class and tutorial sessions, design various PBL activities, exchange information, and work in teams. Throughout the semester, all learning and practice modules of the course were linked sequentially with intermediate milestones. Findings: The results show a positive outcome in helping students in attaining the knowledge, and understanding of both theoretical and practical concepts. These findings are based on academic results, PBL activities, and two anonymous surveys. The findings of statistical analysis suggest a positive influence of DBL and PBL in SE course to meet industry challenges, expectations, and overall course and program LOs.

Designing a co-curricular program to support project-based learning in the engineering curriculum

There are many challenges related to the implementation of project-based learning (PBL) in the engineering curriculum. The amount of work required by instructors to design well-posed projects is a barrier to the broad adoption of PBL. On the other hand, poorly designed PBL activities often cause frustration among students, create extra work for instructors and students alike, and generally detract from the intended learning outcomes. In this paper we introduce a unique co-curricular program that supports instructors in the creation of high-quality and high-impact PBL activities. The program is innovative as it involves and benefits multiple stakeholders including students employed through the program, faculty, industry, and the engineering curriculum. The ongoing efforts to improve the program are also described.

Photovoice as Project Based Learning to Foster Students’ Viewing and Writing Skills

This study is aimed to explore the implementation of photovoice as project-based learning to develop students’ skills of viewing and exposition writing. It also investigates their viewing and writing development as well as their responses toward the photovoice as PBL. In conducting this study, a qualitative case study was used. The subjects of this research were a teacher and fifteen students from one of the Islamic senior high schools in Cianjur, West Java. The data were collected from observation, interviews, text analysis, and open-ended questionnaires. The findings revealed that photovoice was implemented as project-based learning through several stages. Initially, the students were stimulated with photos to show them that the photos could voice an issue. In terms of exposition writing skills, the students have developed their schematic structure, coherence, and language use. Furthermore, they gave positive responses to photovoice as PBL activities by showing enthusiasm and active involvement in class. Besides, they admitted that photovoice as PBL facilitated them to be more creative and communicative in expressing ideas and opinions from social phenomena that exist around them.Keywords: photovoice; PBL (project-based learning); exposition text; writing; viewing

PROMOTING AUTONOMOUS LEARNING SKILLS THROUGH PROJECT-BASED ACTIVITIES IN ONLINE SETTINGS

Adult learners are conscientious learners. They are aware of their education in many ways: what they want to learn, goals they want to achieve, and how they will achieve their goals. What makes adult learners different is that they are expected to have autonomy in their own learning. However, not everyone can show their autonomous learning skills due to various factors, one of which is their experience in the teaching and learning process in the classroom. This research describes the application of project-based learning activities to foster autonomous learning skills among university students in the online classroom setting. The study is designed as qualitative research in which data is collected from online classroom observations and semi-structured interviews conducted with selective participants. There are 60 participants who are divided into two groups. The results of the data collection were analysed using a framework developed by Miles, Huberman, and Saldana (2014) which is divided into three stages: data reduction, data display, and conclusion drawing and verification. The result shows that project-based learning activity develops student skills to be autonomous learners.

Modifications of Project-Based Learning to Fit Students with Adverse Childhood Experiences

The purpose of this qualitative case study was to explore the perception of modifications necessary as educators moved away from a traditional learning environment with little movement and high academic stress through the introduction of project-based learning activities specifically for this population of students. Data were collected from 1-1 interviews with five participants teaching within a mental health residential school in Missouri who hold Missouri teacher certification ranging from elementary to high school level working with 175 students, ranging in ages from 8 to 17. Additional data were collected from lesson reflections and lesson plans from classrooms of students with the same background as teacher participants over the last four school years, 2018-22, of teachers who have taught project-based learning units. Interviews, lesson reflections, and lesson plans were manually coded twice and then coded a third time using electronic coding via NVivo to ensure bias from myself was not present. This study supports using project-based learning activities with students across grade levels from elementary to high school who have encountered adverse childhood experiences. Findings from this study support perceived modifications to generate curriculum options that are non-traditional as well as relevant to students within a residential care facility school.

Design of Project-Based Learning Activities for Carbon Dioxide Capture under the Vision of Carbon Neutralization

In the face of an increasingly severe global climate change situation, carbon neutrality initiatives have been included in the development action plans of many countries around the world. The carbon neutrality vision will also accelerate the revolution in the energy systems of countries around the world, injecting new vitality into the upgrading of industrial structures and high-quality economic growth. The theme of this study is a carbon dioxide capture project learning activity. Through the structured design and model construction of the teaching content, the students’ learning style is transformed, and the students’ scientific attitude, social responsibility, as well as their ability to use existing knowledge to solve practical problems are cultivated.

Exploration of the Effectiveness of a Project-based Learning Program for Youth Activity: The GLOcollege

이 연구는 PBL(project-based learning)을 기반으로 한 청소년활동 프로그램의 설계 사례를 탐색하면서 효과적인 청소년활동 프로그램 개발과 운영의 방안을 모색하는 실행연구(action research)이다. 따라서 PBL 활동이 청소년의 핵심역량 향상에 영향을 미치는지, 팀 프로젝트 활동 과정의 만족도와 참여도 등의 성과가 역량 향상과 어떠한 관계가 있을지를 분석하고자 하였다. 또한 청소년활동 프로그램 설계와 운영에 참여한 청소년지도자의 인식과 경험을 심층 분석하여 청소년활동 프로그램 현장에서 필요로 하는 실제적 함의점을 도출하고자 하였다. 경기도 소재의 A 청소년수련관에서 실시한 GLOcollege 프로그램은 4개 분반에서 8주 동안 프로젝트 활동으로 진행되었고, 총 85명의 중학생이 참여하였다. 이 PBL 청소년활동 프로그램의 효과성을 확인하기 위하여, 청소년들의 비판적 사고, 협업 능력, 사회정서 등 핵심역량 자료의 대응표본 t-검정을 한 결과, 비판적 사고, 공동체 협업 역량, 의사결정 자기표현 역량 등에서 유의미한 향상이 있었다. 또한, 다중회귀분석 결과 PBL 활동 과정에서의 팀 활동 만족도는 협업 역량에 유의미한 효과를, 팀 활동 참여도는 사회정서 역량에 유의미한 효과를 나타내었다. 더불어 참여 학생들의 성찰기록지와 청소년지도자들의 인터뷰에 대한 질적 분석을 통해 PBL 활동 프로그램의 성과와 운영상의 문제점 등을 탐색하였다. 본 연구의 결과를 바탕으로 향후 보다 효과적으로 PBL을 적용한 청소년활동을 설계하고 활성화할 수 있는 방안을 제안하였다.This study aimed to examine the efficacy of a youth activity program designed for project-based learning (PBL). The program, developed by the youth workers in a youth training center located in Gyeonggi Province, lasted for eight weeks in 2021. A total of 85 middle schoolers participated in the PBL activity program with four different project themes. The pre-and post-data on the adolescents’ core competency as well as the participants’ reflection records were collected. This was followed by an interview with five youth workers regarding the PBL program. The paired t-test results indicated that the participants’ critical thinking skills, collaboration competency, and social-emotional competency improved significantly after the PBL program. In addition, the multiple-regression analysis results implied that satisfaction in the team activity had a positive correlation with collaboration competency and that the level of participation in team activities was positively related to social-emotional competency. Moreover, the participants’ reflection records and the youth workers’ interview records revealed in-depth information on the PBL program’s effectiveness apart from the barriers to the program. We also suggested the ideas to design an effective PBL activity program and the ways to disseminate the program widely in Korea.

Cell Cycle Model & Foldable with Inexpensive Materials

Creating a model and foldable to represent the cell cycle encourages higher-level thinking and promotes differentiated learning. Such activities provide additional “hands-on” means to reinforce teacher-led learning of the cell cycle, allowing project-based learning activities to help students visualize the cell cycle process and reflect on its significance. This activity is compatible with universal design for learning. This article describes project implementation, preactivity questions, materials needed, and postactivity reflection. Students may work on this activity online or in person, as the activity requires inexpensive commonly found materials. Students work at their own pace and abilities, as teachers guide them through the concepts, clarify confusion, and enrich their learning.

Development And Validation Of Project-Based Module For Selected Topics In Biology

This paper focused on the development of validation of a project-based learning module for selected topics in Biology. Project-Based Learning is deemed to promote holistic development of the learners especially in relation to biology for junior high school. The development phase involved the identification of the least learned competencies in biology that involved topics about cells, microorganism, digestive system and biodiversity, photosynthesis, cellular respiration, and ecosystems and evolution. The development phase also involved the formulation of the general layout of the module as well as the creation of project-based learning activities, as well as other related exercises and activities and rooms or reflections, and conclusions. The module is described according to the module design, module content, and the project-based learning content. The module design is characterized into the cover page, preface and table of contents, and the module content per grade levels themselves. For the module content, it involved the activities, lessons, exercises, and projects that come with each of the topic per grade level. Lastly, the PBL content focused on the structure of Project-based learning itself, which deemed to promote holistic learning among the learners especially when it comes to other skills such as creativity, problem-solving skills, and critical thinking. The learning module also underwent the process of validation. There were ten identified validators for the learning module who were given a set of rubrics that assisted them in terms of evaluating the researcher-made project-based learning module. Through the validation process, the module was marked as excellent, as all the expected elements of the modules were met.

Beyond measure: using cogenerative dialogues as a formative assessment to improve PBL science internships

ABSTRACT Project-based learning has been suggested as an effective student-centered practice to teach science. However, how to assess students’ learning in project-based learning activities remains challenging because of its open-ended nature. In this study of high school students’ science internships, we demonstrated that cogenerative dialogs can serve as a formative assessment to improve teaching and learning in project-based learning activities. Cogenerative dialogs provided a safe and supportive space for respectful and equitable dialogs. In cogenerative dialogs, both instructors and students identified areas for improvements and brainstormed solutions as a team. As a result, students were empowered to speak up their voices and willing to take on the responsibility for their learning. The regular cogenerative dialogs became an effective form of formative assessments to improve both the teaching and learning involved in the science internships. By analyzing these cogenerative dialogs, we identified eight key strategies used by participants in cogenerative dialogs to justify and assess the internship teaching and learning. These key strategies may serve as a framework to observe how instruction revolutions and feedback are intertwined and how students become engaged in assessing themselves and their peers in formative assessments.

USING DIGITAL LEARNING TECHNOLOGY IN THE PROCESS OF LINGUOMETHODOLOGICAL TRAINING OF FUTURE FOREIGN LANGUAGE TEACHERS

The article focuses on the use of Digital Learning Technology for the development of foreign language communicative and methodological competences of future foreign language teachers in the process of linguomethodological training. The author provides definitions for “methodological competence of future foreign language teachers” and “Digital Learning Technology”. The didactic typology of digital learning tools to be used at different stages of developing and testing of all aspects of foreign language communicative competence and speech activities has been suggested by the author. The article deals with the use of the blended method via the MyEnglishLab e-platform, which ensures online interaction, individualised, autonomous and asynchronous way of developing students’ English communicative competence. The author used her English teaching experience to describe, define and provide examples of a new variety of project-based learning: digitised project. The innovativeness of the presented methods involving the use of digital learning tools (e.g. software tools, e-platforms, multimedia tools, e-resources) has resulted in interactive, productive and creative English learning. A wide range of new teaching methods (blended learning, flipped classroom, edutainment, professionally oriented project-based learning activities, screencast technology, webquest technology) for the development of methodological competence of future foreign language teachers with Digital Learning Technology use has been demonstrated. Special focus has been made on blog technology (teacher’s and student’s blogging), which gives the possibility to produce and showcase professional information and activity using multimedia tools (dynamic and static images, video, etc.). Based on the scientific observation, questionnaire and survey, the frequency of digital learning tools use, their diversity, advantages and disadvantages in the process of linguomethodological training of students at Drohobych Ivan Franko State Pedagogical University have been determined. Thus, the feasibility of the suggested methodology of Digital Learning Technology use in linguomethodological training of future foreign language teachers has been proved experimentally and using methods of mathematical statistics.

PENINGKATAN PENGETAHUAN, SIKAP DAN PERILAKU SISWA SMPMQ KHAIRU UMMAH TENTANG PENGELOLAAN SAMPAH MELALUI PEMBELAJARAN BERBASIS PROYEK PEMBUATAN ECO ENZYME

on students' knowledge, attitudes and behavior in managing waste. This study uses a single case study design at Sekolah Menengah Pertama Menghafal Qur'an (SMPMQ) Khairu Ummah. The data were obtained through interviews, observations, and unofficial documents such as preparation steps for the learning process, learning modules, documentation, and activity reports which were used to explore the experience and skills of waste management acquired by students during project implementation. The significance of the increase in students' knowledge, attitudes, and behavior in managing waste is measured using a questionnaire. The findings show that students understand the negative impact of improper waste management. The observation results show good teacher preparation in the management of project-based learning. The results of the study also showed an increase in students' skills in 1) classifying waste materials that are easily decomposed and suitable for making eco enzymes, 2) determining the right conditions for fermentation to take place, 3) determining the quality of a fermented product through organoleptic observations. Through project-based learning activities for making eco enzymes, students can learn about the concept of reusing waste materials for the production of new materials such as eco enzymes. There was a very significant increase in the scores of students' knowledge, attitudes, and behavior in managing waste after learning based on the eco enzyme production project. Valuable experience through student project activities to manage waste into useful products is expected to help sustain their lifelong learning process so that it can contribute greatly to creating environmental balance.

Análisis de los software BIM en el contexto de un concurso internacional.

Una de las formas más efectivas de fomentar el uso de nuevos enfoques como el BIM consiste en aplicar el Aprendizaje Basado en Proyectos (PBL). Según esta metodología, los equipos desarrollan sus conocimientos y habilidades resolviendo un problema real, es decir, aprenden haciendo, experimentando e investigando por sí mismos. Una de las actividades PBL más motivadoras es la participación en concursos BIM. Este formato tiene la ventaja adicional de que todos los equipos trabajan en el mismo problema, lo que facilita la comparación de los resultados. En este sentido, el análisis de los BIM Execution Plans (BEPs) propuestos proporciona información útil de cómo se han realizado los diferentes diseños. A pesar del interés y la utilidad de estos resultados, no se han llevado a cabo comparaciones de las metodologías de trabajo utilizadas por los diferentes equipos presentados. Para resolver este problema, este trabajo analiza los BEPs de los proyectos presentados en las ediciones del concurso internacional BIM Valladolid. Este análisis muestra los software más utilizados en cada disciplina. También se presenta la evolución del software utilizado por los equipos en las diferentes ediciones, así como los flujos de información entre los software de modelado y análisis estructural de las propuestas.

STEAM Project-Based Learning Activities at the Science Museum as an Effective Training for Future Chemistry Teachers

Non-formal learning environments, such as science museums, have a fundamental role in science education and high potentialities as ideal contexts for science teachers’ training. These aspects have been analyzed and reported in several recent works mainly focused on students’ perception of science and increased engagement towards scientific disciplines. In this work, a project-based learning methodology optimized and experimented in the frame of a pre-service chemistry teachers’ course at the University of Pisa (Italy), during the last eight years, involving in total 171 participants, is presented. This educational project has several distinctive features related to the STEAM philosophy, with a high level of multi-disciplinarity and creativity. Most of the laboratories and chemistry-centered activities were conceived, planned and carried out by the future chemistry teachers in non-formal contexts, such as science museums. A case study based on a series of non-formal laboratories designed by a group of students during their training in the academic year 2018–2019 and performed in a science museum is reported and examined in details. In this paper, all steps of the STEAM project-based learning methodology are described underlining the main learning outcomes and cognitive levels involved in each step and the relevant methodologies proposed during the training course and adopted in the project. The effectiveness of this pre-service teachers’ training methodology is finally discussed in terms of participants’ motivation and interest towards the course’s content, students’ final judgment of their training experiences and, in particular, of the STEAM project-based learning activities. From the students’ feedbacks and final assessment, the role of the non-formal context in teaching and learning chemistry and the efficacy of developing educational activities related to current and real-life chemistry-centered topics emerged as very positive aspects of the proposed approach.

Implementation of the CDIO Framework in Engineering Courses to Improve Student-Centered Learning

The proposed work discusses the progress of engineering curriculum development and the advancement of the engineering learning ecosystem. While technology advances around the pupils, engineering principles and methods remain static. The objective of this paper is to investigate self-directed learning and collaborative learning ways among CDIO curriculum batch of students using Active Learning Techniques (ALT). The learning ecosystem for students to grasp and generate a creative solution for a complex problem connected to their academic application was discovered in the suggested work's framework. The article explains how instructors can prepare students for nextgeneration industrial readiness by using an active learning technique that emphasizes both intellectual and practical learning. The study's focus is on novel material delivery strategies, demobased peer training, and project-based learning activities that address cognitive and kinesthetic skills of students. The CDIO education framework for electrical machines course is described here, as well as the syllabus structure, cognitive level approach, and kinesthetic level approach, all of which improved engineering education topology. Keywords—Electrical machine, cognitive skills, kinesthetics skills, blooms taxonomy.

A Project-Based Learning Approach for Building an Affordable Control Teaching Lab: The Centrifugal Ring Positioner

This paper presents a novel experimental setup for teaching control engineering. This setup was developed during a project-based learning activity. The approach consists in training a master student in mechatronics and control through the design, manufacturing, and control of a device that will contribute over time to the education of students by laboratory sessions based on the device. The latter is an easy-to-build, reproducible, and affordable experimental setup called the Centrifugal Ring Positioner (CRP). It aims at illustrating several concepts of closed-loop control (e.g. system identification, model validation, and controller design and validation) while getting acquainted with typical experimental issues like the handling of measurement noise and the real-time implementation of a control law. The CRP distinguishes itself from most pedagogical benchmarks by the wide use of 3D printing. It is an unstable and nonlinear system, consisting of a ring able to slide on a rod thanks to the balance between gravity and centrifugal force. The control of the system aims at stabilizing the ring at any fixed position on the rod. The complete methodology followed during the project-based learning approach to build and control a CRP is detailed, including derivation of a dynamic model based on classical mechanics theory, considerations on the mechanical design, selection of the components, step response and physics-based model identification, and PID controllers design based on computer-assisted methods such as root locus and Bode diagrams.