Project-based learning approach: improvements of an undergraduate course in new product development

Zancul, Eduardo de Senzi; Sousa-Zomer, Thayla T.; Cauchick‐Miguel, Paulo A.

doi:10.1590/0103-6513.225216

Cited by 40 publications

(36 citation statements)

References 27 publications

(51 reference statements)

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“…This shows that the lecture model of the project works can provide knowledge, deep understanding and experience, especially to solve problems related to children with special needs. Project-based learning can direct teamwork to produce products that have useful and beneficial values [27]. The balance between theory and practice in the project works contributes to the understanding of students' learning [28].…”

Section: Resultsmentioning

confidence: 99%

Project Work Model of Lectures in the Department of Special Needs Education

Rochyadi¹,

Wulandari²

2018

Proceedings of the 2nd INDOEDUC4ALL - Indonesian Education for All (INDOEDUC 2018)

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Teaching is a professional job that demands complex abilities, especially for special education teachers, so that not everyone can do the job properly. There is a set of abilities that special education teachers must possess which are known as teacher competencies, one of which is pedagogical competence. Pedagogical competence is concerned with the ability to actualize various potentials in the learning of special needs students. To actualize competencies for prospective teachers (students), the special education study program approaches the project work in the lecture process. The application of this approach in lectures is intended to build the knowledge, understanding, and skills of prospective special education teachers (students) in their real experience by applying various theories to then be reviewed and developed in a multi-layered manner so that alternative solutions are found to teach learners with special needs and reach according to the needs of each student. The method used in this study is qualitative with descriptive analysis with research subjects being special education study program for students in the course development of children with disabilities, assessment, learning and early intervention. Results of this study indicate that through the project works approach students have an understanding and skills in implementing the learning process both in inclusive education settings and in special schools with products produced in the form of assessment guides and programs that are ready to be disseminated to various schools inclusive in the form of community service.

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Section: Resultsmentioning

confidence: 99%

Project Work Model of Lectures in the Department of Special Needs Education

Rochyadi¹,

Wulandari²

2018

Proceedings of the 2nd INDOEDUC4ALL - Indonesian Education for All (INDOEDUC 2018)

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“…A projektalapú tanulás egy kedvelt és gyakran alkalmazott megközelítés a vállalkozóképzésben, amelyre az irodalomban számos jól dokumentált példát találhatunk (Jones & English, 2004;Dym et al, 2005;Harms, 2015;Guerrero et al, 2017;Zancul et al, 2017). Ezek közül is az egyik legérdekesebb és legnagyobb kihívást jelentő tanulási forma, amikor a tanulók egy vállalkozási projektet bonyolítanak le.…”

Section: Cikkek Tanulmányokunclassified

A vállalkozóképzés formái

Király

2020

Veztud

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Fontos gazdaságpolitikai cél, hogy minél több és minél felkészültebb vállalkozók vegyen részt a társadalmi és gazdasági életben. Ennek kapcsán azonban felvetődik a kérdés, hogy milyen módon tudunk vállalkozókat képezni a felsőoktatásban. Jelen tanulmány is ehhez a kérdéshez kapcsolódik. Célja annak bemutatása, hogy az általános tanítási/tanulási modellek milyen formában jelennek meg a vállalkozóképzésben. A kínálati modell a tudásátadást, a keresleti modell a tanulói jelentésadást, míg a kompetenciamodell a komplex helyzetekhez való alkalmazkodást helyezi középpontba. A tanulmány második része ezeket a modelleket már a vállalkozóképzés szemszögéből tárgyalja. Végezetül az írás a kitér arra, hogy milyen módon egészíthetik ki egymást ezek a modellek, majd ennek kapcsán összefoglalja a tanulmány legfontosabb üzeneteit. Kulcsszavak: tanítási/tanulási modellek, vállalkozóképzés, problémaalapú tanulás, projektalapú tanulás The participation of many well-trained and highly skilled entrepreneurs in the social and economic life is an important and topical policy goal. In relation to this goal, the question arises how we can train entrepreneurs in higher education. This paper contributes to the discussion of this question. It aims to present how different teaching and learning models are utilised in entrepreneurial education. The supply model emphasises knowledge-transfer, the demand model focuses on students' knowledge-construction, while the competence model facilitates students' learning by the shaping of and adaptation to complex, professional situations. The second part discusses these models with regards to entrepreneurial education. Lastly, the paper touches upon the issue of how the different models might reinforce each other.

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“…The product development stated in this article is based on the PBL approach, an active learning method that became very popular within engineering education, due to its positive impact with realistic outcomes on students learning and engagement (Zancul et al, 2017). It is based on principles of adult learning theory, including motivating the students, encouraging them to set their own learning goals, and giving them a role in decisions that affect their own learning (Wood, 2003).…”

Section: Project-based Learning Approachmentioning

confidence: 99%