Open Access
A review of research on project-based learning
John W. Thomas
- 01 Jan 2000
TL;DR: A summary of research on PBL by Center for Excellence in Leadership for Learning at University of Indianapolis indicates that PBL has a positive effect on student content knowledge and the development of skills such as collaboration, critical thinking, and problem solving; benefits students by increasing their motivation and engagement; and is challenging for teachers to implement as mentioned in this paper.
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Abstract: A summary of research on PBL by Center for Excellence in Leadership for Learning at University of Indianapolis indicates that PBL: (a) has a positive effect on student content knowledge and the development of skills such as collaboration, critical thinking, and problem solving; (b) benefits students by increasing their motivation and engagement; and (c) is challenging for teachers to implement, leading to the conclusion that teachers need support in order to plan and enact PBL effectively while students need support including help setting up and directing initial inquiry, organizing their time to complete tasks, and integrating technology into projects in meaningful ways (Brush & Saye, 2008; Krajcik, et al., 1998).
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Citations
Enhancing Scientific Inquiry Literacy of Prospective Biology Teachers through Inquiry Lab Project in Microbiology
Kusnadi Kusnadi,Nuryani Y. Rustaman,Sri Redjeki,I N P Aryantha +3 more
- 01 Sep 2017
TL;DR: The implementation of the inquiry laboratory based project to enhance scientific inquiry literacy of prospective biology teachers in Microbiology course showed that development of student's scientific attitude, research and microbiology lab skills during conducting project were increased.
7
•Dissertation
Technology-enhaced support for lifelong competence development in higher education
Florian Gaviria,Beatriz Eugenia +1 more
- 18 Jan 2013
TL;DR: In this article, the authors combine the ideas of personalized, competence-based, and social learning by providing course lifecycle support through competencebased design, outcome based assessment, social learning context analytics, and open student modeling visualizations.
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An Experience Report of Executive-Level Artificial Intelligence Education in the United Arab Emirates
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TL;DR: In this paper , an experience report of teaching an AI course to business executives in the United Arab Emirates (UAE) is presented, where a course that teaches AI with a view to enabling students to understand how to incorporate it into existing business processes.
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Understanding and Addressing the Deficiencies in UK Mathematics Education: Taking an International Perspective
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References
Situated Cognition and the Culture of Learning
TL;DR: Collins, Brown, and Newman as mentioned in this paper argue that knowledge is situated, being in part a product of the activity, context, and culture in which it is developed and used, and propose cognitive apprenticeship as an alternative to conventional practices.
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TL;DR: In this paper, the authors examine the classroom learning environment in relation to achievement goal theory of motivation and argue for an identification of classroom structures that can contribute to a mastery orientation, a systematic analysis of these structures, and a determination of how these structures relate to each other.
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Cognitive Apprenticeship: Teaching the Craft of Reading, Writing and Mathematics
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Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings
TL;DR: The lion's share of my current research program is devoted to the study of learning in the blooming, buzzing confusion of inner-city classrooms, and central to the enterprise is that the classroom must function smoothly as a learning environment before the authors can study anything other than the myriad possible ways that things can go wrong.
Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning
Phyllis C. Blumenfeld,Elliot Soloway,Ronald W. Marx,Joseph Krajcik,Mark Guzdial,Annemarie Sullivan Palincsar +5 more
TL;DR: Project-based learning as discussed by the authors is a comprehensive approach to classroom teaching and learning that is designed to engage students in investigation of authentic problems, and it has the potential to help people learn.
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