Abstract
AbstractNumerous theoretical and empirical studies have claimed that project-based learning (PBL) exerts a positive impact on student development. This study explores the development and changes of students across project-based learning units by qualitative research methods. We followed a student group (1 boy and 3 girls) from one class in grade 9 over 3 time points within 1 school year. Classroom observation, focus group student interviews and artifact collection were used to collect data at the end of three units over time.Qualitative research methods were employed for data analysis to determine what competencies students demonstrate and how these competencies changed during 3 units. The results revealed that this student group demonstrated both cognitive (e.g., understanding of core ideas, use of scientific practices, problem solving and creativity) and non-cognitive competencies (e.g., motivation to learn chemistry, collaboration, environmental awareness and perseverance). Three competencies (understanding of core ideas, motivation to learn chemistry, and collaboration) were shown in all three units, and these three competencies gradually improved as the units progressed. The across project-based learning units showed a promising effect on student development. This study concludes with a discussion of challenges and promises for using across project-based learning units to support student development.
Funder
International Joint Research Project of Faculty of Education
Publisher
Springer Science and Business Media LLC
Reference97 articles.
1. Ayaz, M. F., & Söylemez, M. (2015). The effect of the project-based learning approach on the academic achievements of the students in science classes in Turkey: A Meta-analysis study. Egitim Ve Bilim, 40(178). https://doi.org/10.15390/EB.2015.4000.
2. Baines, A., DeBarger, A. H., De Vivo, K., & Warner, N. (2017). Why is social and emotional learning essential to project-based learning? LER position paper 2. San Rafael: George Lucas Educational Foundation.
3. Barak, M. (2004). Issues involved in attempting to develop independent learning in pupils working on technological projects. Research in Science and Technological Education, 22(2), 171–183. https://doi.org/10.1080/0263514042000290886.
4. Barak, M., & Raz, E. (2000). Hot-air balloons: Project-centered study as a bridge between science and technology education. Science Education, 84(1), 27–42. https://doi.org/10.1002/(SICI)1098-237X(200001)84:1<27::AID-SCE3>3.0.CO;2-8.
5. Bencze, J. L., & Bowen, G. M. (2009). Student-Teachers' dialectically developed motivation for promoting student-led science projects. International Journal of Science and Mathematics Education, 7(1), 133–159. https://doi.org/10.1007/s10763-007-9115-6.
Cited by
9 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献