An exploratory study on the perspectives of prospective computer teachers following project-based learning (original) (raw)
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Journal of Computer and Education Research, 2020
This study aims to determine the opinions and experiences of the prospective information technologies teachers who are taught in multimedia design and production with project-based learning (PBL). In the study, 45 prospective teachers were divided into eight different study groups. These study groups developed projects with a 14-week syllabus based on the ADDIE design model. At the end of the study, qualitative data were obtained from the participants through the interview form. The collected data were analyzed by the content analysis method. According to the results, the vast majority of the participants emphasized that they are satisfied with the way that the PBL is applied and that the PBL should be taken as a basis in the learning process. They also stated that the PBL allows for collaboration, leads to research, supports skill development, and is a fun learning method. However, the participants complained about not finding sufficient resources, especially in the PBL process, lack of cooperation in the group, and the limited time allocated for the PBL process. The results of the study can be useful to educators and education politicians who want to use the PBL in the learning process.
IEEE Access
In higher education, it is usual to separate the theoretical contents from the practical ones and use teacher-centered methodologies. This fact makes students lose motivation due to the lack of connection with real professional tasks. Conversely, student-centered learning methods, like Project Based Learning (PBL) or Flipped Classroom, aim to integrate both theoretical and practical contents and to apply them on real-world problems, thus increasing the students' motivation and involvement. These methodologies are usually applied in the last years of a degree, but it is difficult to find them in basic first-year subjects. The aim of this research consists in assessing the application of a PBL methodology in first-year subjects of Computer Engineering. This methodological change aims to achieve a significant improvement in the students' learning achievement of the core subject Computer Fundamentals. The Project involved in the PBL proposal consists of developing a portable calculator. The performance of the PBL group is compared with that of other groups with a traditional, teacher-centered learning system. The evolution of the knowledge acquisition is determined by means of an initial evaluation and a final assessment after developing the Project. An exhaustive statistical analysis is performed so as to evaluate the PBL application. Quantitative results show a significant improvement in the experimental group marks, which increased by up to 20% compared to the control groups. As a conclusion, applying PBL and Flipped Classroom engaged students within the subject, thus achieving a deeper understanding of its theoretical concepts.
Supporting the design and development of Project Based Learning courses
2014 IEEE Frontiers in Education Conference (FIE) Proceedings, 2014
The use of Project Based Learning has spread widely over the last decades, not only throughout countries but also among disciplines. One of the most significant characteristics of this methodology is the use of ill-structured problems as central activity during the course, which represents an important difficulty for both teachers and students. This work presents a model, supported by a tool, focused on helping teachers and students in Project Based Learning, overcoming these difficulties. Firstly, teachers are guided in designing the project following the main principles of this methodology. Once the project has been specified at the desired level of depth, the same tool helps students to finish the project specification and organize the implementation. Collaborative work among different users is allowed in both phases. This tool has been satisfactorily tested designing two real projects used in Computer Engineering and Software Engineering degrees.
Procedia - Social and Behavioral Sciences, 2011
Evaluation is an important component of developing educational materials so the aim of this study is to evaluate teacher candidates' studies corresponding instructional multimedia material in project based learning according to their opinions in terms of the competencies it provides. This study was applied to a randomly selected sample of 200 students (100 females and 100 males) of various departments of Near East University and who got the course "Instructional Technologies and Materials Development" (ITMD) at the beginning of the 1 st term of 2010-2011 academic year. The participants got the course "ITMD" which was carried out as a Project Based Learning. Over the period of that term, the teacher candidates learned to design and develop various multimedia instructional projects such as course software, slideshow, a web-site, etc. The teacher candidates evaluated the questionnaire which was designed according to instructional multimedia materials developed by them in PBL. At a glance result according to the analysis of the questionnaire, the teacher candidates chose "mostly" answer for preparation, organization media-use, navigation tools use, appearance design and resource use operations. Based on the findings, we will discuss practical implementations of a multimedia projects with project based learning approach in teacher candidates' education
Student Projects towards Project-Based Learning for Teaching Computer Science in Secondary Schools
2018
Student projects are core activities for a project-based learning approach. However, introducing projects in classes does not automatically imply the adoption of such a method. In this paper we propose a scheme as a tool to analyse if and how much student projects are introduced and realised according to a project-based learning method. As part of a larger research, the scheme has been applied to six student projects for teaching computer science in Italian secondary schools. Results of the study highlight some critical issues and suggest some best practices to support teachers to exploit student projects towards a project-based learning method.
Journal of e-Learning and Knowledge Society, 2022
Many researchers and institutions in the field of education are striving to align the different levels of the education system to the growing needs and requirements of society. A meaningful part of these attempts has been concentrated on a systematic introduction of the competence-based education approach. Some countries adopted it and reshaped the school systems accordingly. Introduced in Italian secondary schools in 2010 by the Ministry for Education, the competence-based approach has been only partially adopted in classes. Our research aims at investigating solutions to support its adoption for teachers in Italian secondary schools. As student projects are frequently proposed in computer science classes, the project-based learning method was identified as a potential solution and investigated in an empirical study including two parts: (a) An action research training course on project-based learning; (b) A collective case-study involving six student projects. The empirical study highlighted some critical issues to be dealt with to foster the adoption of the competencebased teaching approach. Results confirmed a weak commitment of teachers to the competence-based approach, but also that exploiting student projects towards the project-based learning method may encourage teachers to adopt a competencebased approach, provided the projects are carefully designed and subsequently managed. To this end the paper offers a schema to check if a project is compliant with the project-based learning approach and some guidelines to support teachers in their activity during the student projects.
Project-Based Learning Approach in Teaching Information and Communications Technology
2020
The idea of outcomes-based education shifts educators from content-deliverer to project manager, facilitating the investigation of learning approaches and focusing on deeper learning to develop students’ essential skills for their career readiness. This study established the effectiveness of the project-based learning (PBL) approach in teaching topics on Information and Communications Technology (ICT) among selected students of three programs at President Ramon Magsaysay State University (PRMSU), Iba, Zambales during 2nd semester SY 2018-2019. The study employed a descriptive research method to describe and interpret the present condition and relate to the desired objectives. Descriptive and inferential statistics were used in analyzing data gathered. The study findings conclude that student-respondents had a “Fair” level of performance in ICT topics during the pre-test while “Very Good” after using the PBL approach; the PBL approach was effectively based on the result analysis of m...
E3S web of conferences, 2022
In today's world, where technology continues to transform and innovation is becoming an integral part of our lives, it is becoming increasingly important to give children the opportunity to learn practical skills that will be useful to them in their future careers. Introducing technical and IT specialisms early in their education allows children to develop an interest and ambition in this area. One of the effective approaches in teaching has become project-oriented learning with the use of modern technologies. This method allows students to actively and practically apply their knowledge and skills by working on real projects. Within this approach, students not only learn theory, but also apply their knowledge in practice, which allows them to remember and learn the material better. When projectoriented learning using technology was implemented in classes for technical and IT-oriented groups, the results of implementing this methodology were impressive. Students involved in projects showed more interest and motivation in learning, as they saw direct practical value in the material being learnt. In addition, this approach develops in students a range of skills that are essential in today's world, such as communication, cooperation , problem solving, critical thinking, etc. Project-based learning also promotes creative thinking and innovation. The experience of implementing projectoriented learning using technology in classrooms for technical and IToriented groups confirms its effectiveness and significance. Such an approach improves learning outcomes, motivates students and develops not only specific technical skills but also general competences necessary for a successful career in the modern world. Therefore, the use of project-oriented learning and technologies in the education of technical and IT-oriented groups is a relevant and integral component of modern curricula.
Definition of a Coordinated Project-Based Learning Teaching Guide at Computer Science Studies
ICERI2021 Proceedings
The well-known active methodology of Project-Based Learning (PBL) is being used more and more at different educational levels due to a large number of advantages it presents. For example, PBL has demonstrated that it increases students' motivation, develops their autonomy and capacity for selfcriticism, reinforces the ability to exchange ideas and collaborate, and promotes creativity, among other advantages. Due to these benefits, several educational institutions are introducing the PBL methodology in their teaching-learning processes. The implementation phase of this type of methodology should be planned, managed, and carried out carefully, considering several aspects. One of utmost importance is collecting and registering all the critical information related to the contents, materials and activities of the subjects participating in the collaborative project through the PBL methodology. In this sense, the objective of this paper is to propose the definition of a coordinated PBL Teaching Guide that includes all this relevant information; containing, mainly: (i) PBL Project description; (ii) recommended previous knowledge; (iii) learning objectives and outcomes; (iv) PBL model milestones; (v) PBL model planning; (vi) evaluation; and (vii) bibliography. Furthermore, this proposal will define the formal guidelines for students and lecturers to define and frame all the related aspects to carry out the proposed PBL model. The definition of the PBL Teaching Guide will be based on a case study that involves the following two subjects from the Computer Engineering Degree that are taught at the Escola Politècnica Superior d'Alcoi (EPSA)-Universitat Politècnica de València (UPV): "Programming" and "Data Structures and Algorithms". This proposal has been developed in the context of an innovation and educational improvement project applied in the EPSA during the last two years, covering five degrees, 55 subjects, and more than 10 different PBL models.