Project-based Learning Design Research Articles

Research on the Optimization Method of Project-Based Learning Design for Chinese Teaching Based on Interference-Tolerant Fast Convergence Zeroing Neural Network

The system known as project-based learning, which is applied to specific courses without compromising the coverage of the necessary technical material, uses projects to drive knowledge. The plan and implementation of project-based learning in Chinese teaching as a major project, which embraces undergraduate creativity and places an emphasis on real-world, open-ended projects are discussed in this paper. In this paper, research on optimization method of project-based learning design for Chinese teaching based on optimized interference-tolerant fast convergence zeroing neural network (PBLD-ITFCZNN-BRO). It consists of three stages, import phase, main stage and evaluation stage. In the initial phase, the teacher separated the students to groups before the lecture to make sure that every group poses various traits, with some strong leadership skills and hands-on skills. The second phase of the PBL procedure helped transform what is primarily a passive learning environment (taking notes, listening, and sitting) into a more dynamic, student-centered, and interactive one. Students presented data, articulated their concepts, and then optimized their approaches to problem-solving during the evaluation step. The teachers concluded by summarizing. The performance of the proposed PBLD-ITFCZNN-BRO approach contains 15.26%, 20.42% and 21.27% greater accuracy, and 15.61%, 17.50% and 20.24% greater precision rate, compared with Investigation of Computer Network Technology on New Media Problem-Basis Learning Teaching Mode (CNT-PBLTM), PBL Model Basis application on Deep Learning in Physical Education Classroom Integrating Production with Education (PBL-DL-PEC), Interdisciplinary project-based learning: experiences with reflections from teaching electronic engineering at china (PBL-EEC) techniques, respectively.

Research on Project-Based Learning Design for Secondary Vocational School English (Technical Modules) Teaching from the Perspective of STEAM

The English teaching in secondary vocational education is required to create real learning scenario for students, especially for the vocational module teaching, so that students can get more efficient exercises in their language practice and application abilities. Thus, applying PBL and STEAM into secondary vocational school English teaching is of great assistance to the achievement of learning objectives and the improvement of the talent cultivation and enhancement of comprehensive abilities for students. Thus, the paper proposes an innovative PBL teaching design based on STEAM to activate the secondary vocational school English teaching. The aim is to facilitate the efficiency of English education in secondary vocational school. Then, there is much possibility of meeting national needs, market demands and enhancing students’ employability.

Design of Project-Based Learning (PBL) in Civil Engineering

Project-Based Learning (PBL) is a teaching approach that has been shown to enhance students’ learning in higher education. PBL ensures that students develop critical thinking and professional competence in civil engineering education through a well-rounded approach. In civil engineering modules, design projects provide practical design experience to the students. This allows them to apply their knowledge and skills across disciplines. The design of such projects plays a crucial role in their learning journey. Therefore, it is essential to ensure that they are well-designed. This paper presents a framework for designing PBL in a civil engineering module in a joint degree programme in Singapore. This framework for the PBL design is based on the Universal Design for Learning (UDL). A questionnaire was prepared to obtain feedback from students on their PBL experience. Through the implementation of PBL in Foundation Engineering, the students have feedback that the PBL was well-designed and had a positive impact on their learning.

The Implementation Of Nahwu Learning Based On Project Based Learning At Uin Imam Bonjol Padang

The educational background of students is an important domain for the success of learning nahwu, so that teachers need improvement in determining the learning to be applied. The PBL strategy requires students to observe and examine practice-based assignments on the object of study being studied, so this study aims to examine the effectiveness of Project based learning (PBL)-based nahwu learning at UIN Imam Bonjol Padang and how to implement PBL in nahwu learning. The research approach used was mixed method research with a quantitative sample of 35 students from two classes while data analysis used SPSS 16 and descriptive analysis based on observation and documentation. This study shows that learning nahwu using the PBL design is effective for students' cognitive understanding by calculating the t-test is greater than the t-table, while the implementation of PBL is based on needs analysis and practice searching for examples of sentences in the Qur'an. This study corroborates that learning nahwu using project based learning is able to increase cognitive understanding based on inductive techniques in tracing verses of the Qur'an. This study recommends further research to analyze nahwu learning strategies that are more varied with various samples and methods.

Research on Project-Based Learning Practice in Primary School Mathematics Focused on Core Literacy Cultivation

Project-based learning integrates mathematical knowledge and methods into real-life contexts and practical problems from the perspective of core literacy. By designing key stages such as project initiation, exploration, and optimization, students are encouraged to think like mathematical experts, actively integrate various resources, and personally experience the entire process of problem identification, formulation, analysis, and resolution. An outstanding project-based learning design should prioritize understanding of disciplinary knowledge, emphasizing the selection of materials derived from real-life situations, constructing scenarios leading to the core of the discipline, and using problem-driven approaches to stimulate student motivation. Furthermore, it should emphasize problem-solving during project implementation and aim for competence-building in project evaluation. This way, students gradually accumulate life and activity experiences, grasp mathematical thoughts and methods, develop various mathematical awareness, and ultimately cultivate core literacy in mathematics.

Development of PBL on technopreneur education to encourage faster technology commercialization

PurposeThis research aims to assess and compare project-based learning (PBL) designs to deliver technopreneur in higher education, as a case student of the Industrial Engineering Department. So, it can facilitate students who play a role in facilitating the process of technological transformation so the student knows well how to solve the problem of commercialization.Design/methodology/approachUndergraduate students of Industrial Engineering teams were given hands-on, collaborative projects conducted with two incubation centers, such as the Technology Incubator Center from the Agency for the Assessment and Application of Technology (AAAT) from the government of Indonesia and the Centre of Excellence for Electrical Energy Storage Technology (CEfEEST) from Sebelas Maret University (UNS), Indonesia. After completing the project, students will develop a final project which will become the basis for evaluating the implementation of PBL. The basis for the assessment uses a rubric designed through three sub-assessments: curriculum planning, report and presentation. This research uses the paired t-test method to see the average difference between the two groups of PBL in pairs and compare based on assessment results.FindingsImplementing PBL between the two incubation centers (AAAT and CEfEEST) based on paired t-tests for each rubric assessment indicator showed most of them were significantly related. The assessment result gives the alternative to design the proposed PBL from AAAT, CEfEEST and a blended scenario for technopreneur education in the future.Practical implicationsThe experiences and findings presented can help future PBLs provide technopreneur education based on comparing and evaluating learning outcomes in both incubation centers. Thus, it can produce a better PBL design to encourage the success of technology commercialization.Originality/valueThe assessment of PBL on students' knowledge in technopreneur education by utilizing the paired t-test method to compare the assessment results of the final projects with the designed assessment rubric. This evaluation serves as the basis for comparing the effectiveness of PBL implementation between AAAT and CEfEEST.

Embedding Digital Data Storytelling in Introductory Data Science Course

With the emergence of data science as an inherently multidisciplinary subject, there is increasing demand for graduates with well-rounded competence in computing, analytics, and communication skills. However, in conventional education systems, computing & quantitative, and communication skills are often taught in different disciplines. Data storytelling is constructing and presenting data stories to highlight the analytical insights to achieve the communication goals to a specific audience. Digital data storytelling leverages digital storytelling techniques and best practices in communication to deliver stories that can be shared in digital formats to a wide audience. In this paper, we describe and reflect on a semester-long project-based learning pilot using Digital Storytelling as a framework to allow students to explore topics themed around human flourishing and sustainability with the end goal of constructing data stories delivered in digital or video format (i.e., Digital Data Storytelling). The pilot work was conducted in an introductory data science course at a 4-year Minority Serving Institution in collaboration with students studying non-STEM disciplines at a partner community college. Our pilot demonstrates the potential benefit of this sustainability-aware Project-Based Learning design in raising students’ awareness of sustainability issues, increasing confidence in cross-disciplinary communication competency, and at the same time deepening their understanding of data science concepts. We further reflect on the significant role of an effective program model as well as challenges and opportunities for building transdisciplinary communication competency to prepare for a diverse data science workforce.

Development of an Online Project-Based Learning Design Course for African First Year Students and Its Impact on Self-Efficacy Levels

Development of an Online Project-Based Learning Design Course for African First Year Students and Its Impact on Self-Efficacy Levels

Exploring Students’ Perception of the Influence of PBL Elements on the Development of Engineering Identity

<italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Contribution:</i> This article illustrates a theoretical model and an analytical tool for understanding the influence of diverse elements of the project-based learning (PBL) environment on engineering identity development in students. Supportive elements in three dimensions that contribute to students’ identities as future engineers are identified to inspire the improvement of future PBL design. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Background:</i> Prior research has investigated the components and impact factors of engineering identity, emphasizing the importance of understanding engineering identity development in diverse learning contexts. While a wide range of educational activities has been regarded as contextual factors that influence students’ feelings about becoming engineers, it is still unclear what learning elements from the PBL context could contribute to engineering identity development in students, and limited analytical tools are developed from and tested in the PBL environment. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Research Question:</i> What elements of the PBL environment contribute to engineering identity development in students from the students’ perspectives? <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Methodology:</i> Considering the dimensions of internal motivation (IM), competence beliefs (CBs), and external support (ES), a survey was designed based on prior qualitative studies and conducted at a leading Danish university. The survey’s content validity, construct validity, and reliability were tested using expert review, exploratory factor analysis (EFA), and Cronbach’s alpha. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Findings:</i> Supportive PBL elements for engineering identity development in students were reported in the dimensions of IM, CBs, and ES. Among the three dimensions, IM was identified as the most important for allowing students to develop the feeling that they would become engineers in the future. Comparisons between genders, educational levels, and academic subjects verified the different impacts of the three dimensions on engineering identity development.

Designing Project-Based Learning in research proposal writing: Its effect, problems, and scaffolding utilized

Project Based Learning (PBL) is highly important to be suited to the student’s needs as a guide in writing research proposals. The objectives of the study were to (1) describe the PBL design based on the students’ needs, (2) identify the problems encountered during the project writing, (3) describe the scaffolding utilized, and (4) analyze the effect of PBL implementation on the quality of students’ research proposal. The research used mixed methods in the form of a research and development design using the ADDIE model (which consists of steps of analyzing needs, designing the product of PBL, developing, and implementing it, and conducting evaluation). The participants were 20 respondents during the needs analysis, two lecturers, and three intact classes of 69 students during PBL implementation. Data were collected through questionnaires, interviews, a document study, and an experiment. A needs analysis was conducted using the Organizational Element Model (OEM), from which the PBL was developed. The data were analyzed using qualitative and quantitative analyses. The findings revealed that the PBL designed based on students’ needs has characteristics such as it is in the form of a framework and has systematic stages of teaching, being technology friendly, and being supported with various scaffoldings. The problems encountered concerned both grammar and content. The implementation of the PBL framework was found to have a significant effect on students’ research proposal writing in Research Method Course and develop their independence and learning autonomy.

Training of Development of Inquiry-Based and Project-Based Chemistry Learning Design for Chemistry &amp; Science Teachers

Abstrak – Nowadays, the demands of curriculum are increasing in achieving better standards of learning process. The low ability of chemistry and science teachers in developing inquiry-based and project-based learning designs is a problem that must be solved. The ability of teachers in making learning designs is one of the pedagogic competencies and professional competencies that teachers must master in their professional development. So there is a need for community service or training to teachers to facilitate this. The method of implementing this community service activity includes the presentation of material on inquiry-based and project-based chemistry learning design, discussion and question and answer, and assistance to teachers in developing the learning design, until teachers are able to make inquiry-based and project-based chemistry learning tools (including lesson plans, teaching materials, and assessment instruments). The result of the training activities was an increase in the knowledge and skills of chemistry and science teachers regarding making inquiry-based and project-based learning designs. Enthusiasm and curiosity in developing knowledge about learning design make this training activity useful for participants.Keywords: Learning Design; Inquiry; Project; Teacher; Training

Promoting Students' Creative Thinking Through Activities Exploring The Surrounding Nature: A Stem Project-Based Learning Design For Sets

Promoting Students' Creative Thinking Through Activities Exploring The Surrounding Nature: A Stem Project-Based Learning Design For Sets

Project-based Learning Design: Developing Maritime Context-based Tasks in English for Mathematics Course

This research addresses analysis concerning and learning design of project-based learning (PjBL): how standardized PjBL implementation for student-centered learning supports the Merdeka Belajar-Kampus Merdeka policy and how PjBL design for the learning process of English for Mathematics Course. Literature reviews addressing policies in PjBL were examined to determine what and how the project of English for Mathematics Course. Results show that implementing PjBL in the Merdeka Belajar-Kampus Merdeka policy needs systematic students’ collaboration to work on the project through a structured process with the lecturer’s guidance and assessment process. Then, the form of this learning activity carried out in one semester of the English Mathematics course of the academic year 2022/2023 is designed to do a project of developing PISA-like problems with maritime context-based. This course learning method has resulted in some blocks of activities: first, students define problems, then design a project, schedule a series of activities to finish the project, active discussion with feedback from lecturer and peer in redesigning the group project, and evaluation.

성인 학습자 대상 프로젝트기반학습에 대한 체계적 문헌분석

Objectives The purposes of this study were to specify variables related to convergence competency, and to analyze the structural relationships among them. The purposes of this study were to specify variables related to convergence competency, and to analyze the structural relationships among them.&#x0D; Methods A systematic literature analysis was conducted, and 32 published domestic studies were collected using keywords such as “project based learning,” “team project,” “PBL,” and “PjBL” as search terms.&#x0D; Results The main results of the analysis based on the criteria presented in the previous research on project-based learning showed that the project types were in the order of making, problem-solving type, research type, and experiential type. Also, more than half of the studies dealing with learners' affective outcome were in the order of behavioral outcome and cognitive outcome. Most of the learning outcomes were measured through self-report questionnaires.&#x0D; Conclusions Based on the findings, it can be used as basic data necessary for future project-based learning design and follow-up research.

PROJECT-BASED CHEMISTRY LEARNING DESIGN THROUGH LOCAL RESOURCES USE AT SMA NEGERI KAHAYAN TENGAH, PULANG PISAU DISTRICT

Central Kahayan State High School is located in Central Kahayan District, Pulang Pisau Regency, Central Kalimantan. The pandemic period resulted in several changes in the implementation of learning. One is that face-to-face learning activities must be carried out online, resulting in limited interaction between teachers and students. The allocation of cut learning time leads to a lack of time for learners to understand the concept of the material. These obstacles experienced result in a reduction in the quality of learning and a decrease in student motivation in the learning process. Based on the existing problems, the idea emerged as a solution by holding project-based learning design training through local resources. Through this training, it is hoped that teachers will have more knowledge and insight into designing innovative learning by utilizing local wisdom and potential. In general, the objectives of community service implemented are 1) increasing motivation to provide innovation in learning activities, 2) improving skills for teachers to design project-based learning activities, and 3) increasing the motivation and enthusiasm for learning of students

Learning Design Project Based Learning Based on Chemical Literacy whit the Theme of Electrolyte and Non-Electrolyte Solutions

In the 21st century, a learning design is needed that can increase the motivation and activeness of students in the learning process. The solution is to develop a project-based learning design based on chemical literacy. The purpose of this study was to develop and determine the level of validity of the project based learning design based on chemical literacy with the theme of electrolyte and non-electrolyte solutions. The type of research is educational design research using the plomp model and data processing using the Aiken's V formula. The validity test for the learning design was carried out by distributing instruments in the form of content validity questionnaires and construct validity questionnaires with results 0.87 and 0.87 which were categorized as valid.&#x0D;

Pendampingan Perencanaan, Pengelolaan dan Evaluasi Pembelajaran Berbasis Proyek Bagi Guru Matematika SMK Kota Mataram

This community service activity aims to provide assistance to SMK teachers in Mataram City in developing project-based learning to design, implement, and evaluate project-based mathematics learning. The specific target to be produced from this service activity is the optimal understanding of SMK teachers throughout the city of Mataram related to the planning, implementation, and evaluation of project-based mathematics learning. To achieve this target, mentoring was carried out for SMK teachers in Mataram City, each represented by 2 teachers in each partner school. Mentoring activities are carried out with a series of activities, namely (1) Seminars related to the general description of project-based learning and dissemination of research results that are still related to the need for project-based learning to be implemented in schools, (2) Workshop on project-based learning design, (3) Workshop on implementation project-based learning, (4) project-based learning evaluation workshops, (5) forum group discussion results from the implementation of activities in each school. The results of the service activities showed a positive response from the training participants and an increase in participants' understanding of project-based learning in mathematics learning.

The Projected Implementation of Human Geography on the basis of Practical Design: A Case Study of Taking a Map to the Journey

This paper begins with the quality analysis of the current project-based learning task of Humanities Geography, and further analyzes the “inauthenticity” and “"insubstantiality" phenomenon in the process of project-based learning design, mainly in analyzing the problems of the entire process of determination of objectives, creation of situations, design of driving tasks, implementation, presentation and evaluation of tasks. This paper chooses Taking a Map to the Journey as an example, which is the project task “the Application of Maps in Daily Life” in Humanities Geography, from the development of resources and determination of the theme to the creation of a realistic situation, from the design of higher-order thinking-driven "real" tasks to the organization and implementation of group “real” cooperation, and finally presents personalized achievement and designs the gauge to deepen the "real evaluation". By these means, the classroom project-based learning can be more effective and efficient and fully indicate the subject's core literacy, and thus realizing the "real design" of project-based learning.

Problem and project-based learning as an educational philosophy: A novel conceptual model for higher education

Educational transformation at universities driven by the radical changes in society, culture, politics, economy, technology and industry has changed the knowledge, skills and competences demanded from individuals in professional life. This has also led to the problem and project-based learning (PBL) to gain importance once again. PBL is a learning model that all curriculum components are oriented at problems. This study aims to analyze the evolution of PBL from a teaching method to educational philosophy and to propose a novel conceptual model for an institution-level PBL design. This paper is based on a narrative approach to analyze the literature, proposes new relationships among constructs and creates links between existing theories to give a novel and broader insight to the theories using a combination of theory synthesis, adaptation, typology, and model. We think that problem and project-based learning should be considered together to create a framework to design a curriculum in higher education to bridge the gap between theory and practice. Also, we believe that the PBL model we proposed in our study can shed light on the practice of the universities in performing their educational and societal roles.

Project based learning design “trade in school cooperation” for seventh grade students of junior high school

The direct proportion and social arithmetic are difficult topics for students. The difficulty on the topic of direct proportion is that students make mistakes in adjusting the application of direct proportions. The difficulty of social arithmetic is a mistake in determining the conditions of profit, loss, or break even. Project-based learning is an innovation for teachers and can improve students’ thinking abilities. The characteristics of the project involve some topics. Teachers are expected to work together to create learning according to expectations by implementing a lesson study system. Project-based learning that takes a long time can be overcome by using Edmodo because they can do learning without space and time limits. This research aims to determine the role of the learning trajectory in project-based learning “trade in school cooperation”. This study uses a design research method of validation studies type in seventh grade students of junior high school in Palembang. The results are the role of project-based learning in resolving direct proportions and social arithmetic through learning trajectory such as students getting more training in problem-solving procedures, better understanding the relationship of numbers proportions, and to achieve understanding in decisions of profit, loss, and breakeven situations.