Project-based Learning Program Research Articles

중⋅고등학생을 위한 경제교육 프로젝트기반학습 프로그램 개발과 실행: ‘합리적 소비’와 ‘자산관리’를 중심으로

Objectives This study is to present the results of developing and implementing a project-based learning program that covers topics related to young people's lives so that they can learn economic topics and competencies. Methods To achieve the research purpose, previous studies were analyzed, and two project-based learning programs were drafted on ‘rational consumption’ and ‘asset management’, which are economic education topics necessary for youth. Fifteen experts evaluated the feasibility of the two programs, and the programs were revised to reflect the evaluation results. Afterwards, the program was implemented for 35 middle school students, and the results were analyzed. Results First, ‘Checklist Development for Rational Consumption’ is a program that allows you to learn about rational consumption and decisions. Learners share and analyze their experiences of consumption to perform tasks, then develop a checklist to consider for rational consumption. Second, ‘My 35-year-old persona and economic portfolio’ is a program where you can learn about financial planning and asset management methods. Learners imagine themselves in their 30s and then specifically design a 35-year-old persona. Afterwards, an asset management portfolio for the 35-year-old persona is created. Learners who participated in the two programs gave positive evaluations, saying that they learned economic concepts, had opportunities for reflection on their own consumption behavior, and were able to think about the future in detail. In addition, some new terms and concepts were said to be difficult to understand. The program was finally developed by reflecting the opinions presented by the learners. Conclusions First, both programs provide an opportunity for reflection to think about one's past and future. Second, it provides an opportunity to not only acquire knowledge about major economic topics but also connect them to practice. This program is a new approach that focuses on reflecting, connecting, and planning one's past, present, and future.

Developing career-related skills through project-based learning

In the future world of work, problem-solving skills will continue to be important assets for youths. The present study tested the effectiveness of a 16-week and an additional 5-week project-based learning program designed for improving problem-solving skills. Data were collected from 97 youth (Mage = 23.03), who participated in the program, using three different sources of assessment (i.e., self, peer, rater) and two methods of measurement (i.e., survey questionnaires, task performance). A two-level hierarchical linear model was applied to data. Results from self-reports showed that problem-solving skills increased after 16-week participation, but no extra improvement was found by participating in an additional 5-week booster program. When using peers’ and raters’ reports, the participants’ skills also significantly improved throughout the 16-week program. The implications of the findings on theory are discussed.

A Case Study of Culturally Responsive Evaluation

This study applied a culturally responsive evaluation (CRE) to assess the impact of a multidisciplinary project-based learning(MdPjBL) program on students in two junior high schools with different cultures and contexts. Case A was located in an urban area, and the participants included five teachers acting as evaluators and 93 eighth graders, with 49 and 44 assigned to the experimental and control groups, respectively. Case B was located in an aboriginal area and included three teachers and 17 eighth graders as participants. This study used a mixed research design, applying the following approaches to collect data during program implementation: Critical Thinking Scale, Communication Scale, Creativity Scale, Collaboration Scale, Problem-solving Scale, Technological Application Scale, and students' project work outcomes. The findings indicated that (1) compared with traditional pedagogy, MdPjBL pedagogy positively impacted students’ capacities for 5Cs and technology application; (2) based on post-test results, MdPjBL pedagogy had a more positive impact on students’ capacities for 5Cs and technology application than traditional pedagogy; and (3) cultural differences among students led to different visual styles, storylines, and ways of conveying project research outcomes.

Agents for change: developing transformative and Adaptive Leadership capacities among early-career extension professionals

PurposeThe Agents of Change program is a two-year, project-based learning program to develop Extension Professionals’ capacity to engage in Adaptive and Transformative Leadership. Its primary goal is to develop the capacity of Extension Professionals to engage in leadership to create more diverse, equitable, inclusive and just Extension programs and community change initiatives. This manuscript describes the program and an initial evaluation and results.FindingsResults of an evaluation of the first year of the program indicate that regular training sessions and support are appropriate for leadership development and that Extension Professionals are using the learning, awareness and tools from this program to address challenges with Adaptive and Transformative Leadership elements. Also, Extension professionals demonstrated commitment to personal growth, community engagement and understanding of their multifaceted roles as change agents.Originality/valueParticipants are sharing resources from the program with colleagues, leading meetings differently, questioning the status quo and pushing others to try new ways forward.

Using a web project-based learning program to develop Faculty of Education EFL students’ life skills

Using a web project-based learning program to develop Faculty of Education EFL students’ life skills

대학 교양수업에서 프로젝트 기반 학습의 팀 성취도 및 학습만족도에 영향을 미치는 요인 규명

Objectives This study aimed to investigate the impact of task authenticity, team composition satisfaction, appropriateness of task burden, instructor role satisfaction, and evaluation appropriateness on learners' perceived team achievement and learning satisfaction in project-based learning within a university general education class. This research sought to understand the factors that contribute to learners successfully and satisfactorily carrying out projects.
 Methods The study involved 138 students who participated in a six-week project-based learning program as part of a general education course at a 4-year university in Seoul. Following the completion of the project-based learning, a survey was conducted to assess five predictor variables and the dependent variables. Multiple regression analyses were employed to explore the relationships between the predictor variables and perceived team achievement as well as learning satisfaction.
 Results The perceived team achievement was significantly predicted by team composition satisfaction, appropriateness of task burden, instructor role satisfaction, and evaluation appropriateness. However, task authenticity was found to be non-predictive. The predictive power for perceived team achievement was highest for team composition satisfaction, followed by instructor role satisfaction, evaluation appropriateness, and appropriateness of task burden. Learning satisfaction was significantly predicted by team composition satisfaction and instructor role satisfaction. On the other hand, task authenticity, appropriateness of task burden, and evaluation appropriateness were found to be non-predictive. The predictive power for learning satisfaction was highest for team composition satisfaction, followed by instructor role satisfaction.
 Conclusions To enhance team achievement and learning satisfaction in university general education classes with project-based learning, it is most effective to elevate team composition satisfaction. Increasing satisfaction with the instructor's role can also enhance both team achievement and learning satisfaction. Finally, applying diverse evaluation methods and maintaining an appropriate level of task burden have been shown to contribute to the improvement of team achievement.

Teacher Perceptions of the Application of Project-Based Learning Models to Improve Critical Thinking

<p><em>This article discusses teachers' perspectives on project-based learning to improve students' critical thinking skills. This project-based learning model can improve students' problem-solving thinking through project-based experience and students' direct understanding. In fact, this study contributes to the existing literature, refines the study model, and overcomes key challenges in its implementation. Indeed, this study aims to provide valuable insights into how project-based learning can be used to improve critical thinking skills in primary schools. From a professional perspective, it is hoped that this study can inspire and motivate teachers to implement project-based learning programs to improve students' critical thinking ability. A total of 53 participants agreed that the project-based learning model can improve students' critical thinking skills.</em></p>

Evaluasi Program Pembelajaran Berbasis Proyek Pada Mata Pelajaran IPA Di SMP IT At Taqwa Surabaya

Islamic Junior High School At-Taqwa Surabaya. The research method used is an interview with the Vice Principal for curriculum, and science subject teachers which focuses on the implementation and impact of project-based learning programs on student learning outcomes, student involvement, and innovations made by science subject teachers. The results showed that the project-based learning program at At Taqwa Surabaya Integrated Islamic Junior High School succeeded in arousing students' interest and involvement in the learning process. This program also has a positive impact on students' learning achievement by increasing the value of their skills and understanding through science lessons. Science teachers respond positively to this innovation and feel that project-based learning provides better opportunities for students to develop creativity, problem-solving skills and teamwork, so it can be used as a guideline for other schools that want to develop their learning through project-based learning in their curriculum

Archival Research with High School Students and School History


 
 Archives-based teaching and research remains rare in high schools. Research in this area also remains scarce. This article provides an overview of ways one interdisciplinary project-based learning (PBL) program used school history to introduce historians’ signature pedagogy of archival research to 13- and 14-year-old high school students. It provides an overview of the 9-week interdisciplinary unit from the perspective of the history teacher with the hopes of providing inspiration for others. The article includes consideration of school context, interdisciplinary collaboration, creating an accessible archive for students, and ways history labs were crucial to teaching historical thinking in an authentic way.
 
 

Experiences and Views on Interdisciplinary Project-based Learning Program for Teachers and Students

This two-year study investigated the impact of professional development interventions for teachers on students’ learning. In the first year, this study focused on designing, implementing, and evaluating the teachers' professional development program of interdisciplinary project-based Learning (T-IPjBLP). In the second year, this study focused on the experimental teaching of the student learning program of interdisciplinary project-based learning (S-IPjBLP) that teachers designed. Further, the author assessed the impact of S-IPjBLP on students’ capacities for critical thinking, communication, creativity, and collaboration (i.e., the 4Cs) and technological application from teachers’ and students’ views. The participants comprised seven teachers who taught natural science and technology subjects at the same junior high school in central Taiwan and their 26 eighth-graders. The results revealed that after attending the T-IPjBLP, the teachers' beliefs changed from a teacher-centered approach to a learner-centered approach, and their knowledge of PjBL improved significantly. After implementing the S-IPjBLP in class, teachers affirmed that PjBL pedagogy was a practical approach for increasing the students’ 4Cs capacities and technological application. The barriers that they encountered included time constraints and mandated curriculum pacing. Regarding student learning, students had positive experiences and feelings toward the S-IPjBLP. Most perceived that S-IPjBLP could improve their capacities for 4Cs and technological applications.

Teachers' Perceptions on the Development of Project-Based Learning Program for Vegetable Waste Treatment to Increase Students’ Scientific Creativity

Conventional learning that is still applied by teachers causes the quality of human resources in Indonesia to be still relatively low. Teachers should apply learning that can increase the skills needed in 21st century, one of these skills is scientific creativity. In this study to find out the teacher's perspective regarding project-based learning of vegetable waste processing to increase e students' scientific creativity. The research method used is a mixed method with Sequential Explanatory Design. Data collection was carried out by distributing questionnaires to 10 science teacher respondents at junior high schools in Tanggamus. The collected data were analyzed using descriptive analysis. The results of the study show that there are still many teachers who apply the lecture method and 100% of the teacher respondents have never implemented project-based learning and have never solved real problems such as processing vegetable waste in science learning. In fact, the problem that occurs in East Kotaagung District is vegetable waste that is not properly processed. As many as 100% of teacher respondents did not know students' scientific creativity, so they had never been able to increase students' scientific creativity. Based on the teacher's perception of these findings, it can be concluded that it is necessary to develop a learning program based on a vegetable waste processing project to increase students' scientific creativity.

Teacher Perceptions in Understanding Student Scientific Creativity as a Basis for Developing Project-Based Learning Programs

This research aims to find out more about teacher perceptions in students' scientific creativity as a basic for project-based learning models as well as provide information about the use of project-based learning programs that are in accordance with PjBL syntax at the junior high school level in Metro City. This research is a type of qualitative research with a case study approach, data collection techniques used are interviews (interviews), observation and documentation. Then to ensure the validity of the data using technical triangulation and source triangulation followed by data analysis with the research flow, namely identifying problems, determining research designs, determining research roles, determining data collection procedures, data recording, data analysis and verification, and narrating the research results obtained. The results of this research indicate that 54% of teachers have not used the PjBL learning model in learning and the teacher's perception of PjBL is good, but 62% of teachers do not know the PjBL syntax that must be fulfilled in using this learning model. In relation to scientific creativity, teachers do not know what indicators must exist in assessing students' scientific creativity

An elementary school project-based learning program based on a Javanese comic

Students are not equipped with the cognitive skills to face today's problems in the real world. Previous research showed that Indonesian elementary students lack critical thinking skills. This research aims to analyze the effect of the Javanese comics project to improve critical thinking and interpersonal skills in fifth-grade students. This study was conducted using a quasi-experimental design with 60 elementary school students in a pre-and post-test group for six weeks. Data was collected using a questionnaire. The data were analyzed using the N-gain score, Mann-Whitney U test, and Spearman rho correlation at the significance level of 0.05. The result revealed that 60 students improved their critical thinking and interpersonal communication skills. Thus, teachers could use Javanese comics project-based learning to increase students' critical thinking and communicative performance skills, as well as interpersonal communication skills in the innovative education of the 21st century.
 Keywords: Critical thinking skills; interpersonal communication; Javanese comics; project-based learning

Project-Based Learning on Respiration Material in Developing Students’ Habits of Mind and Concept Acquisition

This research aims to indentify the development of habits of mind and concept acquisiton through project based learning. The data acquired in this research is based on quantitative quasi experiment in which the samples are not purposely random. The design for data calculation is anon equivalent control group that consists of pretest and posttest before and after the treatment in each class. The research takes place at SMAN 1 Cisarua in Eleventh Science academic year 2018/2019 with respiration system as material. The development of students’ concept acquisiton and habits of mind in respiration system appears to increase after the project based learning program. The result shows there are increase of concept acquisiton to 59.45% and increase of habits of mind to about 42.72%. Therefore the project based learning model is increasing concept acquisition and habits of mind stated in the medium catagory using Gain test.

Effectiveness of project-based learning in pharmacology as a teaching learning tool for second MBBS students in a medical college in South India

Background: Being a vast, volatile and dynamic subject, innovative teaching learning methods are required to generate student’s interest in learning Pharmacology. Aims and Objectives: The aim of the study was to study the effectiveness of project-based learning (PBL) program (preparation of a poster or building a model) in improving learning in Pharmacology and to obtain student feedback on the program. Materials and Methods: Twenty-one topics with equal difficulty level were selected from the “must know” portions in Pharmacology. 97 students of second professional MBBS were divided into 12 groups for building a model and nine groups for preparing a poster. Groups for preparing a model had minimum five members and groups for preparing a poster had minimum four members in each group. They were asked to prepare the project based on the topic in 1 month as group task. On the day of the submission, one of the group members presented the model/poster and all other students attended the presentation. A test of ten questions (section A) was done on the students before the presentation which was entirely based on their own project. On the same day, pre-test (section B) having 20 questions, one from each topic was done before the presentation. Post-test was done for all the students immediately after the presentations and also after 1 week. Feedback forms were given to the students after the presentation. Data collected from both the projects were analyzed separately. Results: The improvement in immediate post-test was significant in students involved in both the projects compared to the pretest results. In the individual project assessment, ≥50% marks were scored by 89.8% of the students involved in model building and 87.9% of the students involved in poster preparation. 46 students (78%) involved in model building and 24 students(72.7%)involved in the poster preparation opined that the overall process of preparing and presenting the poster/model was extremely enjoyable. 49 students (83.05%) involved in model building and 28 students (84.8%) involved in poster preparation opined that the project work was extremely helpful in understanding the topic. Conclusion: PBL can be incorporated as a novel teaching learning tool in Pharmacology.

What is Missing in Entrepreneurship Education: A Case Study

Entrepreneurship education is designed to create entrepreneurs. However, the percentage of self-employed Master of Business and Administration of Entrepreneurship (MBAE) graduates at a top-tier business school in Jakarta (TBS) is below ten percent. In the current curriculum, TBS requires their MBAE students to start and develop their own business under Business Initiation and Business Growth subjects. Nevertheless, that project-based learning program seems not effective to shape their students to be entrepreneurs. What is missing in entrepreneurship education? The low percentage of MBAE graduates to be entrepreneurs indicates a gap in entrepreneurship education between what is really needed by students as future entrepreneurs and what business school offers as an education provider. This study aims to: (1) investigate the factors that discourage MBAE students not to be self-employed after graduation, (2) have a holistic understanding of ideal entrepreneurship education from MBAE students' point of view, (3) identify the gap between MBAE students' and educator's perspectives about entrepreneurship programs. This study uses qualitative methods, conducting In-Depth Interviews (IDI) and Focus Group Discussions (FGD) among the current MBAE students, graduates, and educators. This study found that economic factors, financial risk, and personal development deter students from choosing entrepreneurship as a career. MBAE students expect an entrepreneurship education should accommodate a high intensity of knowledge relevance and application, real business experience, practitioner involvement, individual-level coaching, and business development support. This study also found that the business school failed to equip the students with relevant knowledge and its application to their own businesses. In order to fill the missing part in entrepreneurship education provided, TBS is suggested to implement (1) an entrepreneurship-focus internship program that concentrates on gaining firsthand experiences and knowledge acquired from entrepreneurs in a complex business environment and (2) a formal entrepreneurship training for facilitators to adapt with entrepreneurship dynamism. Keywords: Entrepreneurship Education; Entrepreneurship Focus Internship; Phenomenography; Qualitative Method; Training For Entrepreneurship Facilitators

The perceived impact of PBL program learning on shifting prospective teachers’ beliefs: A case study in China

As an important approach to learning and teaching, project-based learning (PBL) addressed in new curriculum reform at the middle school level in China raises the need for change in teachers’ beliefs, since teachers’ beliefs are important factors that influence their acceptance, adaptation, and implementation of PBL. Using qualitative content analysis, this study examined 23 prospective teachers’ (PTs) perceived beliefs shifts through participating in a systematic PBL program at a university. Data were collected from two open questionnaires for pre- and post-tests, respectively, which were about the beliefs about the nature of mathematics (BNM), beliefs about learning mathematics (BLM), and beliefs about teaching mathematics (BTM). The results revealed that PTs’ beliefs about BNM, BLM, and BTM were significantly shifted from the instrumentalist view or the Platonist view to the problem-solving view and that their shifts in BNM positively influenced the shifts in BLM and BTM. The implication for teachers’ professional development is that transforming teachers’ beliefs through systematic training on the theory and practice of PBL is feasible before implementing pedagogical innovations featuring PBL on a large scale.

Project-Based Learning: Chemistry Students’ Role in Fostering the Society in Recycling the Waste Cooking Oil

Project-based learning has been used globally as one of the effective methods to evaluate student performance in achieving the learning outcome of the chemistry subject. It became one of the priorities in implementing the new policy, Merdeka Belajar-Kampus Merdeka (MB-KM) from The Ministry of Education, Culture, Research and Technology in Indonesia. The student at the university level can join a project-based learning program conducted outside the classroom and supervised by the Project supervisor. We proposed the project-based learning program to maximize the chemistry students’ role in solving the waste cooking oil in society. The purpose of this program was to introduce the chemistry student to the real problem in the society and allow the dissemination of their innovative idea. The information prevailed from observing the activity, interviewing the students, and evaluating the student's performance. This project-based learning presented that students accomplish the information and knowledge they gain from the classroom into actions to solve the real problem in society. Keywords: project-based learning, Merdeka Belajar-Kampus Merdeka (MB-KM), waste cooking oil, chemistry students’ role

The sustainable development of Asian students' project-based learning: Implementing a holistic and indigenous Whare Tapa Rima Model.

This study employs a holistic and indigenous theoretical model called Whare Tapa Rima to examine the project-based learning (PBL) experiences of Asian students in a private training establishment, the W institution, at the tertiary level in New Zealand. The analysis shows that Asian students face challenges in their PBL journey in physical, cultural, interconnected emotional and intellectual, social, and spiritual dimensions. Implications from the research analysis may be considered about how to provide better support and international services to Asian students involved in PBL programs worldwide by adopting the responsive, theory-informed framework of the Whare Tapa Rima Model.

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.