Project Based Learning Methodology Research Articles

Effects of a Project-Based Learning Methodology on Environmental Awareness of Secondary School Students

Well into the 21st century, the environmental crisis is more relevant than ever. To face this challenge, citizens with pro-environmental attitudes and adequate levels of environmental awareness are needed. As future adult citizens, adolescents should be a priority for environmental educators. The objective of the study is to determine the effectiveness of the Project-Based Learning (PBL) methodology in the improvement of the level of environmental awareness of secondary school students. To this end, a project related to the surrounding environment was designed and applied in the Spanish educational context. The nature of the research methodology was mixed (quantitative-qualitative), with the application of a pretest-posttest single group design. The instrument used was an environmental awareness test with a Likert-type scale and a set of open questions. The results obtained indicate a statistically significant rise in the level of environmental awareness in the participant group-class, leaving the effectiveness of the PBL in the referred level and educative context patent. There were some limitations in the research, including small sample size and the particular conditions of the exposed context, which should be resolved for future research in other educational contexts in order to generalise the findings of this study. Keywords: project based learning, environmental education, environmental awareness, environmental literacy, secondary education, Spain

Charting Blended Learning in the Social Media Age: A Bibliometric Perspective and Pathways for Future Development

Aim/Purpose: The research aims to uncover the key research themes and trends of Social Media-Enhanced Blended Learning (SMBL) research. It will extract valuable insights from scholarly publications using bibliometric analysis. Background: Although previous scholarly works and bibliometric review papers have examined integrating social media into blended learning and its impact on teaching and learning, none of the studies has explored their convergence. Methodology: The bibliometric review utilized a dataset of 422 scholarly papers extracted from the Scopus research database, shedding light on the performance, and evolving conceptual structure of the SMBL field. Contribution: This study offers valuable insights into the structure and dynamics of the SMBL field, guiding future researchers and practitioners on decisions about social media technology integration in blended learning. Findings: The extant literature on SMBL demonstrates a growing interest in harnessing the potential of social media technologies to enhance the blended learning approach. Notably, “social media,” “blended learning,” “flipped classroom,” “tertiary education,” “e-learning,” “online learning,” and “pandemic” emerged as the top keywords, emphasizing the central focus on leveraging social media platforms to enhance the blended learning experience. Recommendation for Researchers: Research can be extended using multiple research databases and the inclusion of other document types to capture more articles describing the SMBL field. Future Research: Potential future trajectories of the SMBL field can be research studies about developing critical thinking skills and implementing project-based learning methodologies. We also suggest further research on the use and effectiveness of social media integration in blended learning in various educational contexts and social media platforms.

Linguistic and communication application aspects of new practical training technologies

Project-based learning methodology development and implementation at the State University of Management have contributed to development, coordination, and efficiency of research and students’ project activities. The university has created a concept of project-based learning ecosystem adapted for students and aimed at developing their entrepreneurial abilities. The article emphasizes on the opportunities that the project method offers to improve the content and quality of learning process in higher education institution. The method also helps to increase motivation in learning. Project-based learning is provided in all educational programs. The possibilities of consultations on project-based learning in the Foreign Language course have been considered, the increase of students’ interest in this form of learning activity and foreign language learning in general during the study also have been noted.

Promotion of a university research culture through Project-Based Learning (PBL) methodology in ELT(English Language Teaching)

Introduction: The furtherance of a university research culture is essential to promote processes of innovation and improvement in academic praxis. Objective: Therefore, this research aimed to promote formative research skills in a group of fifty-one students at a UPTC campus, through the project-based learning (PBL) methodology in an English language teaching (ELT) course. Methodology: Given the qualitative nature of this analysis, we selected a case study method. We used surveys, focus group interviews, and teacher journals as instruments to collect data. Likewise, we utilized grounded theory to analyze and conceptualize the information collected. Results: The PBL methodology significantly supported and improved the research skills of the students. Through the different activities, they also increased their interest and awareness of the need for research in their undergraduate programs. In addition, the students furthered their English speaking and writing skills, as the reports and presentations were conducted in this language. Conclusions: The promotion of a research culture, from the ELT, not only generates knowledge for development, internationalization, and professional qualification but also highlights the importance and role of higher education in society.

Implementation and benefits of hybrid methodology: Flipped classroom and project-based learning in mechanical engineering courses

This research article introduces a hybrid methodology encompassing project-based learning (PjBL) and flipped classroom (FC) approaches. It is aimed to advance the comprehension of the implementation and benefits of FC and PjBL methodologies, particularly within engineering education. The hybrid methodology was implemented in a Mechanical Engineering program during the first semester of 2022. It was designed to address synchronous class restrictions caused by the pandemic, leading to online classes via the Microsoft Teams platform. The population consisted of 101 students from various semesters and courses. Implementation involved quizzes, workshops, a classroom project, and personal challenges as evaluation activities. The FC materials included explanatory videos, solved problems, readings, and slides. These materials were organised on the Moodle platform. The research employed quantitative and qualitative methodologies, formulating five hypotheses and designing a 14-indicator survey. The data were analysed using statistical methods such as Cronbach's alpha, Guttman's split-half, Kolmogorov–Smirnov, KMO analysis, Bartlett's test, principal component analysis, Kruskal–Wallis ANOVA, and Spearman's rho. Results indicated excellent reliability of the survey indicators, non-parametric data, and good adequacy of the proposed structure. Analysis indicated that the implementation of this methodology leads to significant benefits in terms of satisfaction, emotional engagement and stimulation levels, resulting in more effective learning and preference over the traditional approach. The perception of technology, timing, and content of videos varied among different courses. Positive comments from students supported the benefits of the hybrid methodology. It was recommended to improve the selection and quality of study materials.

Methodology of project-based learning for training junior students in applied mathematics: general scheme of the educational process

An original methodology of the project-based learning for junior students of the specialty applied mathematics is proposed in the paper. A complete step-by-step diagram (as a BPMN diagram) of the process of the project-based learning as a business process with a description of the specific actions of all its participants is given. The paper specified and clearly describes all the main aspects of the work on the project, starting from the criteria that the project problem must satisfy, and ending with the form of project defense. The roles of both students within the project team and all teachers are described in detail. Special attention is paid to all documents accompanying the work on the project, which should be submitted by the project team. The results of the article may be useful to those teams of teachers who are just starting to work on the implementation of project-based learning into the educational process for the specialty of applied mathematics or related ones.

Promoting educational equity among health science students through a project-based learning writing course at a Hispanic Serving Institution

Background: Overall, high rates of American high school seniors lack writing proficiency (75%) and historically underrepresented minority (URM) populations fare even worse (91% of African American, 89% of Latinx) (U.S. Dept of Education, 2011), which suggests that URM college students enter college with lower writing abilities (Bracco et al., 2021). Co-curricular writing instruction could help eliminate writing skill disparities. The Health Science Intensive Writing Workshop (HSIWW) aimed to increase students’ perceived confidence in their writing abilities, encourage and increase academic help-seeking behaviors and networking skills.
 Description of Practice: A project-based learning methodology proved the best fit because of its focus on real-world problems and assessments, and emphasis on collaboration and revisions of personal work. 
 Outcomes: Eight upper-division health science undergraduate students participated in the 5-day HSIWW. Descriptive statistics indicated increases in perceived ability, confidence in writing abilities, and academic help-seeking behaviors. 
 Conclusion: To the study team’s knowledge, the HSIWW was unique as a co-curricular, project-based course that used high-impact practices to teach public health writing skills to URM students in higher education. HSIWW’s findings suggest a positive impact on student achievement by improving student performance and scaffolding the academic help-seeking behaviors that help keep students on the path to graduation.

Entrepreneurship Education Pedagogical Approaches in Higher Education

Entrepreneurship education, as an emerging scientific field, has undergone significant evolution at the conceptual and praxis levels. The concept of entrepreneurship was considered from a broad perspective as the capacity to act upon opportunities and ideas, thereby creating social, cultural, or financial value in diverse contexts. The study and cultivation of this competence are highly relevant to enhancing employability and equipping young people with the skills, knowledge, and attitudes necessary within an entrepreneurial culture for the exercise of active citizenship. This study aims to consolidate the concept and analyse the pedagogical approaches in entrepreneurship education, particularly focusing on experiential learning. It also explores the most frequently used instructional methods in higher education programmes. The research is based on a comprehensive literature review, complemented by a case study of the entrepreneurship education programme implemented at the University of Lisbon, in Portugal, enriched by data collected from one of its curricular units. Experiential learning emerges as a valid approach in entrepreneurship teaching, especially when teachers effectively combine practical experience with theory while learners assume the shared responsibility of learning from experience. As the most recommended instructional methods, one can point to collaborative pedagogical models, namely problem-based learning, project-based learning, peer assessment, design thinking, formative feedback, service learning, and active methodologies that integrate digital technologies.

THE COMPONENT COMPOSITION OF THE PROJECT-BASED LEARNING METHODOLOGY IN THE CONTEXT OF THE EDUCATIONAL STANDARD (USING THE EXAMPLE OF A GENERAL BIOLOGY COURSE)

The article reveals the essence of project-based learning through the allocation of the basic principle of its definition – the principle of independent acquisition of knowledge by students in the course of solving subject practical problems using various subject knowledge (including integrated). On its basis, the substantiation of the component composition of the methodology of project training at the level of general education is presented. The relevance of the research lies in the possibility of its implementation in the educational process to achieve the planned results of the federal state educational standard in the form of subject and meta-subject (UUD) competencies formed by students. On the example of the general biology course, the effectiveness of the implementation of the component composition of the project training methodology is shown. Its justification is based on the presented results of experimental work.
 Purpose: substantiation of the component composition of the project training methodology in the form of a system of goals, content, principles, approaches, methods, didactic tools, diagnostics and monitoring of the levels of subject and metasubject competencies formed in students.
 Methodology: the article presents a set of theoretical and empirical methods of pedagogical research used in the identification, justification and implementation of the component composition of the methodology of project-based learning in the practice of teaching.
 Results: improving the effectiveness of the educational process in the formation of subject and meta-subject (UUD) competencies of students in the federal state educational standard by applying the component composition of the project-based learning methodology.
 Practical implications: the results of the study can be used by subject teachers in the implementation of the required educational results according to the federal state educational standard and taken into account in the development of educational programs at the school level by administrative and managerial personnel.

Project-Based Learning as a Tool to Meet Learning Results: A Case Study of Teaching Microcontrollers

This article presents a proposal of project-based learning (PBL) as a didactic tool to meet the learning results (LR) proposed in the syllabus of the course Digital Design with Microcontrollers taught in the Electronic Engineering course of the Faculty of Engineering of the Universidad Distrital Francisco José de Caldas in Bogotá, Colombia. Students are provided with all the information related to the project, the design methodology, what is expected from the project, and how to evaluate the results of the work done. The proposed methodology shows the students that, from a practical project usually applied to the real environment, the theoretical information shown in the classroom is immediately applicable, increasing their motivation and willingness to work. In addition, another skill, teamwork, is reinforced by applying this type of teaching, since each member of the working group (three students per group) has a role in the project’s development. The low-cost development kit CY8CKIT-059 for PSoC5LP, manufactured by Infineon Technologies AG, is used in the course to apply the proposal. As a case study to demonstrate the methodology, the design of a data logger that stores humidity and temperature from a digital sensor, developed as one of several projects presented by students in recent semesters, is presented. When comparing the quantitative results obtained from the course in previous semesters with those obtained after applying the project-based learning methodology, a significant improvement can be seen: the percentage of students passing is significantly higher.

Analysis of an activity of project based learning applied in teaching Analogue Electronics

This article deals with the analysis of a pedagogical intervention in order to analyze Project Based Learning methodology – PBL – in the teaching-learning process of Analogue Electronics. The students needed to research, design, make a prototype and present a solution using only components and circuits of Analogue Electronics. To analyze the use of the PBL, students answered questionnaires at the beginning and at the end of the activity. It was found that the greatest difficulties of students, when worked with the traditional mode of teaching, refer to being able to connect theoretical teaching to the practical utilities. According to the students, the new approach helped to reduce these difficulties beyond they felt more motivated and involved with the discipline.

Integration of Project-Based Learning (PjBL) Methodology in the Course “Bioprocesses Applied to the Environment”

This paper explains the steps carried out for the design of an educational innovation and the outcomes of its implementation. The innovation consists of integrating the contents of two courses (‘biological wastewater treatment’ and ‘bioprocesses applied to the treatment of wastes’) for the same academic year using project-based learning methodology to connect knowledge between subjects and to utilize transversal competences. Students from the second year of a chemical engineering master’s degree worked on an open-ended project based on a current environmental problem. This methodology lets the students properly acquire several transversal competences, such as ‘Design and project’, ‘Teamwork and leadership’, and ‘Effective communication’, which were evaluated with rubrics. However, according to the students’ perception, other skills, such as ‘Comprehension and integration, analysis and problem solving’, ‘Knowledge of contemporary problems’, and ‘Planning and time management’, were also worked on and improved. Based on the results from the matrix analysis and the Likert questionnaire, the organization and development of the activity were positively assessed, highlighting the importance of the lecturers’ feedback. The learning outcome in terms of knowledge integration was accomplished, reaching project marks 8.5–10 on a 0–10 scale.

Training strategies from the undergraduate degree in chemical engineering focused on bioprocesses using PBL in the last decade

Global engineering education addresses the development of professional competencies in undergraduates to prepare professionals capable of solving complex technical problems under social, environmental, and economic challenges. In this work, training was carried out to incorporate the bioprocess research of the chemical engineering students at Universidad Pontificia Bolivariana in Medellin, Colombia, using a project-based learning methodology (PBL). An open call was made to the students, and they were challenged to build a prototype which they had to support together with a written report as evidence for their admission to the research hotbed and assign them research projects in bioprocesses. In the last decade, 276 students participated in the hotbed generating 21 conference presentations, four software, 14 research articles, and 16 academic awards. In parallel, a survey was conducted to analyze the perception of graduates participating in the hotbed according to a list of 17 competency criteria relevant to the chemical engineering program. It was found that the average perception is at the highest levels (4−5), which indicates that most of the graduates value the significant contribution made by the CIBIOT hotbed to the development of a professional in experimentation, communication, and acquisition of new knowledge.

What Is Personal Is Political... Right From Day One: Unveiling Gender Inequalities in Group Work

Teaching Sociology and Political Science enables us to address gender inequalities as part of the curriculum in disciplines that analyze inequalities and power relations and as a transverse competence to be used in the classroom, turning students into protagonists in the recognition and management of discrimination. In this article, we show how the first day of class can be an ideal moment, within the framework of a subject based on the methodology of project-based learning (PBL), to make the theoretical foundations of the gender perspective visible to students through their own experience. Here we present some techniques that reveal how gender norms are the cause of the unequal distribution of roles which assigns women to the private and reproductive space in the classroom. Based on the hypothesis that group work can prove to be a blind spot from the gender perspective, we take advantage of the potential of the cooperative learning methodology to stimulate critical thinking in students, by providing them with new tools to identify the public nature of gender inequalities.

Does PBL improve own apprenticeship abilities’ development and subject’s overcoming? The reality behind students’ professional success

ABSTRACT Prior research has suggested that Project Based Learning (PBL) may affect students’ performance. Nevertheless, there has been a lack of empirical studies that have examined these relationships specially, in Bachelor’s Degrees and Master’s degrees. This research empirically examines whether PBL improves Own apprenticeship abilities’ development as well as promotes Students’ subject overcoming and their Professional success using data from 65 Spanish University students. Results of this study show that using PBL methodology in lessons enhances the students’ own apprenticeship abilities’ development. These results demonstrate the power of over students’ subject overcoming and their professional success. They display that students’ subject overcoming may play a mediating role in the relationship between PBL and students’ professional success. Moreover, these results cover an existing gap in literature, since there is no empirical literature that has tried to link as a whole PBL, Own apprenticeship abilities’ development, Students’ subject’s overcoming and their Professional success.

Augmented Reality: An Emergent Technology for Students’ Learning Motivation for Chemical Engineering Laboratories during the COVID-19 Pandemic

In higher education, the learning of Unit Operations in Chemical Engineering and the development of practical activities became a real challenge. Therefore, the use of emerging technologies became necessary to develop practical laboratory activities of the Unit Operations due to the inaccessibility to the equipment infrastructure. In this study, Project-Based Learning methodology was assisted with the Augmented Reality (AR) technology for the development of subjects. The development of a real educational experiment for the application of a basic topic of the course as a project for each subject was proposed. The results were presented using the Zappar application, and a unique rubric was used for the evaluation of project. The evaluation of students’ motivation for learning was measured using Keller’s Attention, Relevance, Confidence and Satisfaction (ARCS) model of motivation by Instructional Materials Motivation Survey (IMMS). The attention, confidence and satisfaction demonstrate an acceptable reliability in comparison to relevance, which was considered as moderate reliability. Above 96% of students considered that the activities, materials, and organization of information used for the AR project caught their attention and encouraged their interest towards the fundamentals applied in the project. Around 80% of students expressed concern about the ease of AR technology use, and understood the learning aim of the project. Above 85% of students recognized the relevance of activities and their usefulness, and considered AR as a meaningful educational tool. 90% of students considered that AR technology helped them to develop the subject competencies. Cronbach’s Alpha was used to indicate an acceptable reliability of IMMS instrument. Regarding IMMS, values were superior to 0.7, which could be considered acceptable. For the individual ARCS dimensions, values of Cronbach’s alpha reached values of 0.94.

Sleep and perform, exploring the relationship between lucid dreaming and creative performance: a PBL proposal

The creative performance, as well as other exclusively human capabilities will be the qualities that the future workers must have, due to what has been called the fourth industrial revolution. Therefore, teachers have the obligation to investigate and innovate on new techniques and implement methodologies that promote these skills. The Project-Based Learning (PBL) methodology has shown great benefits in this regard, and there are innovative fields, such as lucid dreams, which could be a new tool for enhancing creative performance. Therefore, the aims of this work were to review the related literature to verify that an intervention using the PBL methodology could be combined with research in lucid dreams in an applicable, relevant, well-founded, coherent, and original way. The second aim was to develop an ABP proposal with these elements to enhance the critical skills that students will need in the future, with special emphasis on creativity. We conclude that this proposal meets the revised characteristics, and we include the design of the proposal, gathering these elements. As a continuation of this work, we intend to carry out an investigation analyzing the data that may be offered by different classrooms that apply the program.

Improving Learning Outcomes of Electrical Lighting Installation with Project-Based Learning at SMKN 3 Tondano

This study aims to determine whether there are differences in learning outcomes of psychomotor abilities in designing and installing Electrical Lighting Installations implementing a project-based learning methodology with students using traditional learning models in class XI TITL SMK Negeri 3 Tondano. This study used an experimental method, with a sample of 15 students of XI TITL 1 as the experimental class and 15 students of XI TITL 2 as the control class. Data analysis was carried out by t-test and requirements test, namely normality test using Lilieforce test and the Levene test. The results showed a difference between the learning outcomes of designing and installing electrical lighting installations for groups of students implementing a project-based learning methodology with students using traditional learning models. The average psychomotor ability learning outcomes of students who use project-based learning models are higher than those of conventional learning models. Based on this statement, it can be concluded that there is an effect of project-based learning models to improve students' psychomotor learning outcomes in the material of designing and installing Electrical Lighting Installations in class XI students of SMK Negeri 3 Tondano.

Student Engagement and Educational Benefits of Web GIS-Based Projects

The evolution of geographic information systems (GIS) based on the internet (Web GIS) created new opportunities for the use of GIS technology in education. In the present study a learning environment was developed which incorporates the project-based learning (PBL) methodology based on Web GIS technology. In this context, 3 research projects (GIS based projects) were designed and implemented. Project 1 and 2 combined fieldwork and GIS, and the topic was related to local community issues. Project 3 was an internal project since it was conducted only in the computer lab with data collected from the internet. In order to investigate the effectiveness of this learning environment in students' engagement, a quasi-experimental study was conducted on 58 senior high school students. A pre-test was conducted in advance and a post-test upon concluding all three projects. The results reveal the pedagogical value of the aforementioned learning environment, since it provides multiple pedagogical benefits, having a positive effect on students' engagement.

Entrepreneurship education for women through project-based flipped learning: The impact of innovativeness and risk-taking on course satisfaction

PURPOSE: The primary aim of this research is to explore the correlation between learners’ characteristics and the perceived value and satisfaction associated with Project-Based Flipped Learning (PBFL) methodologies. A secondary objective involves investigating how these PBFL methodologies can be employed to enhance the quality of entrepreneurship education for women. METHODOLOGY: During the first semester of 2018, a total of 80 students enrolled in the Communication Society class were engaged in a longitudinal study, involving bi-weekly online surveys prior to the semester’s conclusion. The survey instruments utilized Likert-scale measurements, with a 5-point scoring system. The data acquired was subsequently analyzed using structural equation modeling, which facilitated the examination of both the pre- and post-change scores and the structural properties of their relationships with overall course satisfaction. In terms of statistical evaluation, the study employed Generalized Structured Component Analysis (GSCA), a powerful component-based SEM technique, thus ensuring a robust and academically rigorous interpretation of the data. FINDINGS: Our research sought to understand the effects of learners’ characteristics, specifically innovativeness and risk-taking, on course satisfaction in Project-Based Flipped Learning (PBFL). We found that female learners’ innovativeness positively influenced their perception of the project’s entertainment and educational value, which in turn increased preference for PBFL and course satisfaction. Interestingly, risk-taking did not significantly influence perceived project value, which provides insights into the role of personality traits in learning outcomes. IMPLICATIONS: Our study invigorates entrepreneurship education theory by highlighting the key role of learner innovativeness in PBFL course satisfaction, urging a nuanced examination of personality traits in educational contexts. Further, we question the established importance of risk-taking, necessitating a critical reassessment in this domain. These pivotal theoretical contributions challenge prevailing assumptions, enrich scholarly discourse, and open new avenues for research. On the practical side, our findings emphasize the imperative of fostering innovativeness in women’s entrepreneurship education. These insights underscore the need for a strategically tailored, creative learning environment, with the potential to enhance learner engagement and satisfaction significantly. In sum, our research generates transformative theoretical insights and provides actionable strategies for improving the practice of entrepreneurship education. ORIGINALITY AND VALUE: Our research presents a novel approach to fostering women entrepreneurs in the media sector through PBFL. This unique focus on the intersection of gender, media entrepreneurship, and PBFL distinguishes our study from existing literature. Furthermore, our findings offer educators invaluable guidance for enhancing female entrepreneurship education, thereby enriching the pedagogical landscape of this domain.