Project-based Learning Curriculum Research Articles

Design of an Integrated Project-Based Learning Curriculum: Analysis Through Fink’s Taxonomy of Significant Learning

Design of an Integrated Project-Based Learning Curriculum: Analysis Through Fink’s Taxonomy of Significant Learning

The Influencing Factors of Project-Based Learning Implementation in K-12 Education

Project-Based Learning (PBL), a teaching and learning style advocated by many schools around the world currently, differs from the traditional teacher-centered teaching style. Compared with the traditional teaching style, PBL has various standards for the overall teaching and learning framework in the classroom. At the K-12 level, due to the relatively young and immature conceptualization of the teaching population, the three aspects of the teacher role, structural design, and environmental regulation need to be fully considered. This paper argues that there is a wider application prospect of PBL in curriculum teaching at K-12 level based on the deepening of curriculum and teaching reform and the evolution of teaching concepts. But at the same time, the framework of PBL determines that it has many clear and detailed requirements for conditions inside and outside the classroom. This paper reviews the current progress of PBL and compiles the important influencing factors of PBL model development in K-12 education stage, hoping to provide inspiration for future PBL curriculum reform design.

Expanding Formal School Curricula to Foster Action Competence in Sustainable Development: A Proposed Free-Choice Project-Based Learning Curriculum

A key determinant and outcome of successful environmental education is ‘pro-environmental behavior’, i.e., behavior that involves conscious action to mitigate adverse environmental impacts at personal or community level, e.g., reducing resource consumption and waste generation, avoiding toxic substances, and organizing community awareness initiatives. However, some theorists have sought to move away from rationalist models of behavioral modification, towards holistic pedagogical initiatives that seek to develop action competence. In light of the global push towards achievement of the Sustainable Development Goals (SDGs), emerging evidence suggests that education initiatives should foster action competence so students may be equipped to contribute to sustainable development as part of their education. The UNESCO Education for Sustainable Development (ESD) Roadmap 2030 has also identified key priority areas to strengthen ESD in formal curricula. This article reports two informal environmental education initiatives for promoting action competence and pro-environmental behaviors in school-aged children. The authors recommend that formal education settings (e.g., schools) should incorporate self-directed, free-choice project-based learning to augment environmental education programs and promote students’ action competence for contribution to attainment of SDGs. To this end, we propose a Free-Choice Project-based Learning for Action Competence in Sustainable Development (ACiSD) Curriculum, comprising six implementation dimensions, namely: (1) project duration and teaming arrangements, (2) topic selection, (3) student support, (4) teacher support, (5) learning environments, and (6) digital access and equity. For each implementation dimension, we recommend action steps to help educators implement this curriculum in their own educational settings, with the aid of an illustrative worked example.

Project of Micro-hydroelectric Power Generation System – Case study

Abstract The article describes a student project of installing a micropower generation system utilizing energy from the water drained from underground coalmines. The paper contains a description of the site which is a manmade phenomenon from the anthracite mining era. The project described in the article was completed as part of the project-based learning curriculum. Students had the opportunity to work on a team and apply theoretical knowledge learned in individual courses as part of the engineering curriculum. The article also focuses on the calculation of the potential power capacity to a proposed hydropower generation system. The proposed micro-hydro system is harvesting the potential and kinetic energy of the water discharged from the water-draining tunnel. A commercially available micro-hydro turbine combined with an electric power generator was adapted for this purpose. The article also includes an analysis of the profitability of the project and the time of return on investment. The calculations are based on the current price of electricity (2021), depreciation schedule and present tax incentives (2021) to generate electricity from renewable sources. The article also includes some lessons learned from the project as well as the recommendations for future projects.

Project-Based Learning on the Topic of Aromatic Wax Production

Project-based learning is one of the most effective and successful teaching methods for STEM topics. Project-based teaching is an open-ended teaching method that helps teachers stimulate students’ initiative and teamwork skills and promote creativity. Of the interdisciplinary STEM topics, teaching students how to produce aromatic wax proved an interesting topic, causing excitement to students. Through collaborative teaching, this research has shown that students are very interested in learning to produce aromatic wax. The research results also show that there are five factors that greatly affect project-based teaching: (1) Teachers must split the class into groups to implement projects effectively; (2) Topics must be attractive and motivate students to appreciate, explore and produce STEM products; (3) Students must have a positive attitude, unafraid of encountering difficulties and challenges in completing STEM tasks; (4) Students must be competent to implement STEM products; (5) Students must be facilitated by their school and their parents to complete the STEM tasks. The research findings have important implications for proposing a specific project-based learning curriculum on the STEM topic of aromatic wax production.

Consequential change: Teachers scale project-based learning in English language arts

Inundated with expectations for student growth, teachers are expected to embrace novel pedagogical approaches. Despite resources devoted to engaging in “new” practices, limited research exists on long-lasting change. We explore what drove teachers to scale -- deepen, sustain, and take ownership of -- an English language arts project-based learning curriculum to explore teachers' long-term use of innovations. Teachers scaled practices by shifting instruction, modifying for new contexts, making decisions to meet students' and colleagues’ needs, and using design principles to organize classrooms even after formal support ended. Findings illustrate the need for long-term research to understand scaling of innovations.

Supporting Equity in Virtual Science Instruction Through Project-Based Learning: Opportunities and Challenges in the Era of COVID-19

ABSTRACT Project-based learning (PBL) is a long-standing curricular model that has been argued to support equity-based goals in science learning. Yet, little is known about how PBL can be implemented effectively and equitably in the context of virtual instruction. This comparative case study follows two elementary science teachers as they transition to virtual instruction at the beginning of the COVID-19 pandemic. Drawing from classroom observations and interview data, we highlight the opportunities and challenges of virtual PBL instruction, with a focus on the features of PBL and the equitable engagement of all students. Findings show that teachers maintained the four features of PBL in virtual instruction, but prioritized different features in response to their own equity goals: Amy, a 5th grade teacher, prioritized collaboration, and Irma, an ELD instructor, prioritized connections to home and community. We draw implications for the development of PBL curriculum, in both in-person and virtual instruction, and highlight the value of teacher agency in supporting the ongoing evolution of the PBL curricular model.

Forms of implementation and challenges of PBL in engineering education: a review of literature

ABSTRACTDuring the last 40 years, problem- and project-based learning (PBL) has been widely adopted in engineering education because of its expected effectiveness in developing students’ professional knowledge and transferable skills. With a growing number of PBL researches and practices in engineering education, systematic or meta-analysis reviews were conducted regarding the definitions, history and development of PBL, and benefits for student learning outcomes. However, challenges in PBL implementation was little addressed in the current review works, and even less attention has been paid on how these challenges in implementation are related to the diverse PBL practices. This paper reviewed 108 research articles to explore the levels at which the currently reported PBL practice is being implemented, and what challenges in PBL practices are being addressed. This research illustrates the variety of PBL implementation at the course level, cross-course level, curriculum level, and project level. Across these four levels, similar challenges are reported at the individual level for teachers and students, as well as at the institutional level and the culture level. Recommendations on future research directions for engineering educational researchers and suggestions for engineering faculty and staff are proposed to optimise PBL curriculum design and inform future PBL implementation.

Teachers’ Content Knowledge, Beliefs, and Practice after a Project-Based Professional Development Program with Ultrasound Scanning

ABSTRACTThis research investigated 20 middle and high school teachers’ use of project-based learning curriculum after engaging in a 115-hour professional development program that was developed collaboratively with medical school and education faculty. The project-based learning (PBL) unit centered on the case of Marcus Brown (a pseudonym), a high school football player, who collapsed suddenly while playing football. The teachers engaged in scientific investigations, including ultrasound investigations of standard patients’ internal anatomy, and research into various inherited cardiovascular diseases to determine a final diagnosis for Marcus. The teachers, using this PBL as a model, developed and taught their own project-based learning unit to their students during the following year. Through pre and post-program interviews, classroom observations, and content assessments, our results show that the teachers improved their content knowledge and quality of inquiry-based instruction over the program. The teachers also modified their instructional beliefs to align with more reform-based beliefs about student learning and teaching. Our analysis of teacher interviews provides insights into the elements of PBL instruction that teachers struggle with implementing. This study also provides insight into the value of using ultrasound scanning technology with K-12 teachers and students. These findings can improve professional development targeting the integration of NGSS scientific and engineering practices and disciplinary core ideas (content).

The impact of project-based learning curriculum on first-year retention, study experiences, and knowledge work competence

ABSTRACTTechnological and social developments during the past years emphasise the importance of knowledge work competence. Additionally, funding of universities in Finland was changed to be based largely on yearly accumulated credits, therefore, improving retention is of critical importance for the institution. In order to improve first-year retention (measured by credit accumulation) and learning of knowledge work practices, Metropolia UAS changed the information technology curriculum by integrating single topic 3–5 credit courses into multidisciplinary 15 credit courses that included substantially more project work where students solve open-ended problems. This study focuses on investigating how the new curriculum influenced first-year retention, students’ study experiences and self-evaluated development of knowledge work competence. Research data included study register data on course completion and student feedback collected through online questionnaires after each course. Retention rate was substantially improved compared to previous years. Furthermore, student collaboration and independence were found to increase overall satisfaction and to boost learning in project teams.

Developing a Project-based Learning Curriculum for Undergraduate English Majors: A Needs Analysis

본 연구는 영어영문학 전공생을 위한 프로젝트 학습 교육과정개발을 목적으로 영어영문학을 전공하는 학부생이 지각하는 프로젝트 학습의 필요성과 영어영문학 학생들에게 적합한 프로젝트 학습 주제를 알고자 요구분석을 하였다. 영어영문학을 전공하는 82명의 대학생들을 대상으로 요구분석 설문지를 작성하게 하여 학생들이 지각하는 프로젝트 학습에 대해 알아보고자 하였다. 그 결과 학생들은 취업에 영향을 끼칠 수 있는 영어영문학 관련 분야로 영어 의사소통능력을 뽑았다. 또한 프로젝트 수업을 영어영문학 교육과정에 적용하는데 대해 매우 긍정적인 반응을 보였다. 이는 학생들이 프로젝트 학습이 취업과 현장에 대비하는데 도움이 될 것이라고 생각했기 때문이고 프로젝트 학습이 수업시간에 영어사용을 장려하고 학습자 주도성을 높일 수 있다고 때문이다. 영어영문학과에 적합한 프로젝트학습의 주제에 대해서는 관광, 영어교육, 경영학 분야 등의 분야를 선정하였고 이 분야들은 학생들이 선택한 복수전공/부전공 영역과 일치한다. 더 나아가서 학생들은 수업시간에 영어를 사용하는데 적극성을 보였고 영어영문학 전공 교육과정 개발 시 실용성과 융합을 고려해야한다고 보고하였다. 본 연구의 결과는 프로젝트 학습을 영어영문학에 적용을 위한 시사점과 제안을 논의한다.

A mobile/desktop application to integrative science, technology, engineering, and mathematics project-based learning curriculum for continuous improvement

This paper presents an information application, which utilizes undergraduate project-based learning curriculum for continuous improvement year by year. The project work curriculum of the undergraduates in engineering college fully complies with the concept and spirit of science, technology, engineering, and mathematics education. They practice all the learning in campus to analyze, plan, and solve the problems they meet in their projects. With the progression, the adviser/mentor of the projects should give them some suggestions timely to find out the right direction. This paper proposed an ubiquitous information application to support the integrative science, technology, engineering, and mathematics project-based learning curriculum for continuous improvement. Finally, we have also successfully implemented and applied this application in Shih-Chien University Kaohsiung Campus, Taiwan since 2012. It helps 11 teachers and 772 undergraduates cooperate 258 project works for 11 years (iterations) for continuous improvement.

Examining learning transformation in project-based learning process

PurposeThe purpose of this paper is to present a learning transformation framework for analyzing how learning evolves during project-based learning (PBL) process. Here, the authors adopt Lewin’s (1951) change theory as an analytical lens to examine the project-based learning curriculum at a University called UNI-X. This is a major contribution to PBL literature, as little is known about the dynamics of learning during PBL process. In fact, the learning transformation framework can serve as the basis for further research in PBL process. For educators, this paper provides them with useful insights on how to break project members’ escalating commitment to previous failing ideas and accept alternative workable ideas. Educators can use the framework in post-mortem analyses of projects to devise useful actions for facilitating learning transformation during PBL process.Design/methodology/approachThe strategy used in this paper was to undertake in-depth case research of PBL courses developed and taught in UNI-X. Focused group interviews were conducted with 28 students, 12 faculty and 5 industry project sponsors asking specifically their perceptions of PBL’s course design, delivery and its impact on overall student experience.FindingsThis paper presents a learning transformation framework for analyzing the change process of how learners experiment new ideas, explore alternative ideas and eventually come to a consensus to accept new ideas during PBL in a collaborative project environment. By drawing upon a case study of UNI-X, the authors argue that unfreezing beliefs of previous ideas is critical if alternative ideas are to be developed. It is clear that the entire process of ‘unfreezing-changing-refreezing’ has occurred in the PBL courses at UNI-X and enacted through unfreezing beliefs in previous ideas, changing previous beliefs and refreezing the new beliefs. Through interviews with students, instructors and project sponsors in the PBL courses, the authors gathered data to examine how project members could give up previous ideas and accept alternative ideas.Originality/valueThe authors adopt Lewin’s (1951) change theory as an analytical lens to examine the project-based learning curriculum at UNI-X. This is a major contribution to PBL literature, as little is known about the dynamics of learning during PBL process. In fact, the learning transformation framework can serve as the basis for further research in PBL process.

INTEGRATED 21ST CENTURY SCIENCE, TECHNOLOGY, ENGINEERING, MATHEMATICS (STEM) EDUCATION THROUGH ROBOTICS PROJECT-BASED LEARNING

Purpose of the study: To propose a new framework on integrated 21st century STEM education through Robotics Project-based Learning, and secondly, to outline a Robotics Project-based Learning curriculum in the perspective of integrated 21st century STEM education.
 Methodology: Content analysis was carried out to design a new framework. Secondary data collection technique was used.
 Main Findings: The proposed framework can identify itself with each STEM curriculum in Science, Technology, Engineering and Mathematics. Educational robotics as a tool to integrate the fours discipline through project-based learning.
 Applications of this study: The proposed framework is applicable in 21st century learning environment using student-centered approach. 21st century skills are enhanced through collaboration, creativity, critical thinking and communication while students carry out robotics project-based learning.
 Novelty/Originality of this study: A new pedagogy of STEM integration in Malaysia education system. Hands-on and minds-on activities through robotics project-based learning promote higher order thinking in students.

Integrating mechatronics in project-based learning of Malaysian high school students and teachers

College students’ attrition in engineering programs is a major problem in developed and developing countries. Outreach activities in science, technology, engineering, and mathematics are a powerful resource to ignite K-12 students’ interest to pursue scientific and engineering careers. Here, a program on mechatronics for Malaysian high-schoolers developed at the New York University Tandon School of Engineering and implemented at the National University of Malaysia is presented. The program follows a dual model where instructors and students work together on a project-based learning curriculum inspired by real-world problems. A group of Malaysian graduate students and high-school teachers was trained to serve as instructors by the New York University team. After training, the New York University team aided the instructors to administer the curriculum to 100 high-schoolers and organize a one-day exhibit for families at the National University of Malaysia. Pre- and post-assessment surveys offer evidence for the positive impact of the program on teachers’ professional development and student engagement in science, technology, engineering, and mathematics fields.

What is the problem in problem-based learning in higher education mathematics

ABSTRACTProblem and Project-Based Learning (PBL) emphasise collaborate work on problems relevant to society and emphases the relation between theory and practice. PBL fits engineering students as preparation for their future professions but what about mathematics? Mathematics is not just applied mathematics, but it is also a body of abstract knowledge where the application in society is not always obvious. Does mathematics, including pure mathematics, fit into a PBL curriculum? This paper argues that it does for two reasons: (1) PBL resembles the working methods of research mathematicians. (2) The concept of society includes the society of researchers to whom theoretical mathematics is relevant. The paper describes two cases of university PBL projects in mathematics; one in pure mathematics and the other in applied mathematics. The paper also discusses that future engineers need to understand the world of mathematics as well as how engineers fit into a process of fundamental-research-turned-into-applied-science.

Challenge Study: A Project-Based Learning on a Wireless Communication System at Technical High School

<p>The challenge study is a project based learning curriculum at Technical High School aimed at the construction ofawireless communication system. The first period was engineering issues in the construction of an artificial satellite and the second period was apositional locating system based on the general purpose wire-less device—ZigBee device. The effectiveness of the program was evaluated on the basis of participants’ satisfaction and a metamorphosis in the learning and understanding of wire-less telecommunication technology.</p>

The Effects of a Preengineering Project-based Learning Curriculum on Self-efficacy Among Community College Students

Using statewide survey study data collected from more than 5,000 community college students, this study examined the impact of a preengineering curriculum on students' self-efficacy level after they entered rural community colleges. Project Lead The Way (PLTW), is a project-based learning curriculum for middle and high school students that strives to create a path to college and career success in STEM-related fields. In this article, the authors focused on comparing the probability of rating high self-efficacy among 86 community college students who participated in PLTW with students with no PLTW experience. The findings indicated that PLTW students have significantly lower probability of rating high self-efficacy compared to their non-PLTW counterparts. It might be that PLTW students rated their self-efficacy by comparing with a group of their close peers, who might be a group of academically high-ability students. This study provides implications for the unique, perhaps unintentional, peer effects of the project-based learning curriculum on the self-rating of students' self-efficacy. The findings highlighted the secondary-postsecondary nexus on STEM education, especially the importance of secondary programs that could positively influence the STEM educational pathways for community college students.

Integrating creativity training into Problem and Project-Based Learning curriculum in engineering education

In order to foster creative engineers, a creativity training programme was carried out in medialogy education in a Problem and Project-Based Learning (PBL) environment at Aalborg University, Denmark. This paper focuses on the question of how engineering students perceive the strategy of integrating creativity training into a PBL curriculum. A total of 20 medialogy students in the training programme were interviewed. The data shows that the training programme was thought useful and students get benefits such as gaining project work skills, creative concepts and confidence of being creative. However, limitations of the programme show that only five days of training did not fit the requirements of learning skills in PBL. So the supervisors are suggested to offer more creativity techniques and process engagement to move projects forward.

Project-based learning course design: a service design approach

Engineering education is becoming increasingly focused on developing competences, creating meaningful learning experiences and paying special attention to professional profiles as required by accreditation bodies. Project-based learning (PBL) is one of the approaches that is regarded as an adequate response to the current demands of engineering education. PBL is, by definition, based on interdisciplinary integration, so the design process is based on complex interdisciplinary requirements and interactions demanding systematic and standardised approaches. This work aims to develop a service design framework for the development of a project-based curriculum, which is regarded as a specific interpretation of service design. A service design approach based on structure, process and outcome dimensions is related with a set of methodological dimensions. This framework is connected with curriculum development levels to build a design model for PBL courses. Finally, the model is applied to a PBL curriculum design process in a Production Engineering graduate degree.