The reflections of student teachers on project based learning and investigating self evaluation versus teacher evaluation (original) (raw)
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This study investigates perceptions of 29 prospective teachers about a course based on Project-Based Learning (PBL) approach. The course, ‘Authoring Languages in PC Environment (B-320)’ lasted in 14 weeks in fall semester of 2004–2005. In this course each prospective teacher carried out a project that requires designing and developing courseware individually. This study is qualitative in nature and data were collected through an open ended questionnaire composed of seven items and analyzed by content analysis technique. The results show that prospective teachers found PBL as an effective way of learning. It also suggests that when efficient guidance about technical issues and time management is provided, PBL approach can be successfully implemented in computer related courses such as programming language and web designing.
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.
STUDENTS’ REFLECTIONS ON PROJECT-BASED LEARNING AND TEACHING
This paper presents the results of a recently carried out research on students’ opinions towards their project-based learning and teaching in schools. Two main questions were investigated: first, what are the pros and cons of the project approach in today’s education according to students involved in school projects, and second, how do students evaluate the project-based learning in comparison with other traditional didactical methods and approaches? The methodology of the research combines three methods of collecting data which were executed consecutively for a period of 3 to 4 weeks - i.e. survey, comparative questionnaire and focus group. The first of the methods implemented is the questionnaire on students’ opinions on the specifics of project-based learning and teaching that can serve as basis for defining its stronger and weaker features. A second step was the comparison between school projects and traditional methods of teaching and learning. Finally a focus group discussion followed administrated with two groups of students. The second group also included some of their teachers which did not affect significantly students’ reactions and answers. This research aproves the innovative role of project-based practicies in Bulgarian secondary schools introduced thanks to the active and intensive implementation of the EU Comenius program and projects. Data analysis shows that students demonstrate statistically significant preference for project-based approach to learning and teaching when compared to traditional pedagogical methods and forms (95% confidence interval of the difference). Data support the expectation for strong improvement of quality of education in areas like educational goals and effects, development, process and teaching methodology. There is still large space for mastering in other more concervative areas like learning motivation and interests, evaluation and teachers’ role in education. According to the focus group conclusions improving the connection of the Comenius 1 projects with the local realities can open new wider opportunities for future development of the Program. However, focusing on project-based models in modern education shoud not lead to neglecting and underestimating traditional school practicies and approaches which still support students’ learning in several appropriate ways. In conclusion, the research supports the thesis on the efficiency and effectiveness of the project-based education. At the same time the analyzed data give practitioners good reasons to be careful and selective, as well as to dedicate time and efforts to develop their competence and skills for project-based teaching and classroom management. Keywords: Project-based learning and teaching, Comenius 1 school projects, students' reflections.
Students’ Self-Assessment in Project-Based Work
Coactivity: Philology, Educology, 2014
The article aims at exploring the benefits of self-assessment as it is an important skill for lifelong learning and for critical reflection on one’s own performance. The authors of the article focus on students’ self-assessment of their language proficiency skills and achievements in working on projects. Students’ reflection on their learning has numerous benefits, such as motivation, self-direction, greater responsibility, decreased intimidation and fear of the audience, development of critical thinking, etc. The paper presents the analysis of a questionnaire based on the research of respondents’ self-evaluation of working on the project. The study has aimed at finding out the students’ attitude towards project-based learning and their assessment of their personal progress in respect of the development of their language proficiency skills.
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.
The Views of Classroom Teachers on Project Tasks
Asian Journal of Education and Training
This study was conducted in order to determine the opinions of the class teachers regarding the project tasks. For this purpose, semi-structured interviews were conducted with 47 classroom teachers. The obtained data were subjected to content analysis using the MAXQDA 11 and "coding of the data" technique was used in the data analysis techniques. Consequently, it was concluded that the main purpose of classroom teachers in providing students with project skills is to develop research skills of students, to demonstrate creativity skills of the pupils, to make them use the knowledge and skills they have and enable them to produce an output. criteria that project tasks consider when evaluating are direct factors such as student activity and written exam success, and indirect factors such as adherence to the project schedule, and cleanliness, rigor and discipline of the project.
Defining Project Based Learning steps and evaluation method for software engineering students
Abstract - Needing well educated and skillful workforce is one of the top items in industrial top priority list. But traditional education systems only focus on teaching theoretical knowledge to students which leads to lack of practical experience in them. Therefore modern pedagogy came to overcome this problem. Project based learning is one of these interactive learning pedagogies which is mostly used in engineering educations all over the world. In this research, we review a case study of executing a project based learning program in Isfahan University of Technology, Computer Engineering Department. During this overview, we explain all the steps needed for holding a PjBL curriculum with subject of software development. Finally we discuss about evaluation method for Project based learning programs. Keywords: Project based Learning, Education Pedagogy, Traditional Pedagogy, Software development, Team setup, Evaluation International Journal of Computer Science and Information Security (IJCSIS), Vol. 13, No. 10, October 2015 https://sites.google.com/site/ijcsis/ ISSN 1947-5500
IJEBD (International Journal of Entrepreneurship and Business Development), 2022
Purpose: This study aims to determine the influence of project-based collaborative and participatory learning on student achievement and recognition, especially at the Faculty of Computer Science, University of Narotama (Unnar). Design/methodology/approach: The model is carried out by involving the Information Systems and Informatics Engineering Study Program. It analyzes the relationship between the variables associated with the learning model. Findings: The results showed a significant effect of collaborative and participatory learning on educational accomplishments and understanding.
Evaluation of project based learning sufficiency of teacher candidates
Cypriot Journal of Educational Sciences , 2012
The aim of that research, it is the project based learning process suffuciency of teacher candidates who developed multimedia by working in online and blended groups. Importance of research Being able to guide to studies that is going to be done about assessment of multimedia projection for project based educational application to teachers and teacher candidates and It has been thought as an advisor source about being arranged new educational environment for the future to teacher and teacher candidates for project based educational application and multimedia projection. Research is an experimental study and has been shaped according to pre-test and last-test research model with the two groups. This groups are online group and blended group. Discussion of research In the result of the study, in the process of project based learning, it is determined that the success level in multimedia development of teacher candidates who work in blended learning model is higher than the success level of teacher candidates who work in online learning model.