How Project-Based Learning promotes 7th grade students' motivation and attitudes towards studying biology (original) (raw)
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PROJECT-BASED LEARNING IN BIOLOGY LESSONS
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Gifted Education International, 2018
The aim of the study was to determine the effects of biology project studies on gifted and talented students’ motivation toward learning biology. In the study, one group pretest– posttest design is conducted. Study group consisted of 46 gifted and talented students participating in biology projects at two science and art centers (SACs) located at Marmara region in Turkey in the fall term of 2012–2013 academic year. The study group was selected through purposive sampling method. Biology projects were carried out by the students under the guidance of biology teachers in SACs. Qualitative and quantitative research methods were employed. Data were collected through Motivation towards Learning Biology Questionnaire as pre- and posttests and through semi-structured interview form after the biology projects were completed. While quantitative data were analyzed using descriptive statistics and paired sample t tests with SPSS 20, qualitative data were analyzed using content analysis method w...
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MAKING BIOLOGY EDUCATION MEANINGFUL TO SENIOR HIGH SCHOOL STUDENTS THROUGH PROJECT-BASED LEARNING
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The Online Journal of Science and Technology, 2013
The aim of this study is to examine the effect of project-based learning activities on the fifth grade children's science achievement and their attitudes towards science course for the unit on 'Sound', and to compare the effectiveness of project-based learning over more traditional teaching methods. The study was carried out with 44 fifth grade students at a public primary school in the Northwestern part of Turkey, during the spring term of the 2011-2012 academic year. Students were randomly divided into two groups as control group (CG, n=22) and experimental group (EG, n=22). Initially, pre-tests (an achievement test and an attitude scale) were applied to both the CG and EG. Following the four weeks, the EG was taught using the project-based practices, while the CG was taught using more traditional teaching practices. Children in the EG carried out three science projects for the science unit on 'sound': Bite and hear, making music with glass bottles, and designing a house with sound insulation. Then, the post-tests were carried out in order to determine the effect of a project-based learning approach on children's learning. The research findings revealed that children's science achievement significantly improved with the project-based activities, but their attitudes toward science did not change.
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The study aims to develop theoretical foundations, methods of forming research skills of pupils in biological education, and experimental substantiation of its effectiveness. The following methods were used: analysis of psychological and pedagogical, biological, scientific, and methodological literature, the definition of the theory, the innovative methods of biological education, practical work, pedagogical practice, control, questionnaires, interviews, statistical analysis, identification, and implementation of training experiments. It is proposed to develop methods and determine the content of the formation of research competence through project activities, conduct and introduce them into the educational process. It is necessary to analyze the psychological, pedagogical, biological, scientific, and methodological literature to determine the theory, innovative methods of biological education, the organization of practical work, pedagogical practice, using a statistical method, which will lead to the creation of a methodology for the formation of research skills of pupils.
International Journal of Academic Research in Progressive Education and Development, 2015
Information and communication technology (ICT) covers different types enabling use to receive, share and exchange information. In project-based learning (PBL), the learners remained the center of the process by engaging, collaborating and connecting himself to the real world. Teachers can explore characteristics of project-based learning and can organize the curriculum, the classroom, technology and the students for the successful 21 st century skills. This study investigated the effectiveness of project-based learning (PBL) for teaching science at elementary level. The objectives of the study were application of the project-based learning technique to teach science at elementary level and finding out the effect of project based learning on the academic achievement of the students. There was no significance difference between the mean academic achievement scores of pre-test and post-test after the treatment. The one-group pretest-posttest design was used for the present study. All grade 8 students of the Federal Government high schools of Rawalpindi and Islamabad were the population. A federal school 8th class was randomly selected for the study. This selected group was considered as experimental group. The group was pre and post tested. The experimental group was taught through project-based learning technique by the researcher. After the treatment a post test was conducted and difference of the mean academic achievement score was observed. t test was used to analyze the data and it was recommended to use PBL in classroom particularly in teaching science subjects.
Project-based learning: characteristic and the experiences with application in the science subjects
The project-based learning is a method for imparting students' and pupils' thinking competencies. First reference about project-based learning comes from the beginning of 20th century. Project-based elarning is described by many definitions. Every of these definitions contain solution of a problem by the group of students. By this method is different role of teacherr in comparison with traditional teaching. Teacher must be very good facilitator for the successfull implementation this method to the curriculum. During the seminars from Didactics of biology students had got an opportunity to try this kind of method. There were three groups of students, which presented three projects, where the main subject was biology. On the basis of presentation, there were determined some imperfections, which had got presented in the students projects.