A case for project based learning to enact semantic waves: towards cumulative knowledge building

Mouton, Marnel

doi:10.1080/00219266.2019.1585379

Cited by 14 publications

(14 citation statements)

References 16 publications

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“…This study found two empirical findings from the PBL method, firstly PBL contributes positively to CL, DL, repetitive learning, and AL so as to equip students to achieve academic achievement and equip them with skills in solving complex problems. Second, PBL through these main aspects is able to encourage students to be optimally involved in every learning activity they carry out (Mouton, 2020;Sanchez-Muñoz et al, 2020). The implication of this study is that PBL can be used as an alternative learning method that can be used to proportionally strengthen the role of teachers and students.…”

Section: Discussionmentioning

confidence: 93%

“…The design of collaborative PBL activities is able to encourage students to develop their discipline in learning new information, and integrating it to examine previous knowledge in order to add and broaden knowledge. PBL which prioritizes discipline and collaboration can effectively improve students' information technology abilities, as well as their integration into science and other knowledge (Mouton, 2020;Owens & Hite, 2020). Basically, PBL is used by teachers so that students are able to learn disciplines related to the context of problems faced by students in real life.…”

Section: Discipline Learning (Dl)mentioning

confidence: 99%

“…Learning process activities that use PBL go through several processes including questions asked by students repeatedly, actively, participatively, responsively, critically, and reflectively. In addition, PBL is also in the process of facilitating students to collect repeated data, look for new findings, test results, reflect, test, evaluate reasoning and logic, and receive and evaluate input or ideas from friends and teachers (de la Puente Pacheco et al, 2021;Mouton, 2020). In order to facilitate the iterative nature of the learning process in PBL, students and teachers work together to give, receive, and provide feedback continuously.…”

Section: Repeated Learningmentioning

confidence: 99%

“…There is still little research that focuses on the process of using these approaches or methods. Likewise research, most of the previous research has raised the effectiveness of a method in facilitating students to master the material (Moghaddas & Khoshsaligheh, 2019;Mouton, 2020;Owens & Hite, 2020). However, there is still little research that raises certain methods that focus on the process or involvement of students in each designed activity.…”

Section: Introductionmentioning

confidence: 99%

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Untitled

2023

CJES

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This research is the contribution of project-based learning (PBL) to the learning process which only helps the teacher's task or has a significant contribution to the acquisition of student knowledge. The aim of the research is to investigate the effectiveness of PBL in involving students in the learning process, the contribution of PBL to authentic, iterative, collaborative, and student discipline learning. The research method used is factorial design analysis using structural equation models. The participants involved in this study were 250 teachers who used PBL in their learning process. This data was collected using a questionnaire to determine the role of PBL from the five aspects highlighted. This study uses the SEM-AMOS (Structural Equation Modelling) measurement model as the main statistic to analyse data and is based on confirmatory factor analysis. The findings show that all the main aspects of learning methods such as authentic, disciplined, collaborative, repetitive learning and student engagement are significantly correlated with PBL. Through these main aspects, PBL is able to involve students optimally in participating in the learning process. They can be more optimal in obtaining new knowledge and information in the learning process. So, in addition to optimizing student involvement in the learning process, PBL also facilitates students to optimally acquire knowledge in the learning process.

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Section: Discussionmentioning

confidence: 93%

Section: Discipline Learning (Dl)mentioning

confidence: 99%

Section: Repeated Learningmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Untitled

2023

CJES

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“…Students draw not only from prior academic knowledge but may also draw from their personal experiences and backgrounds to contextualise the scenario posed by the PBL task. The study describes a "semantic wave" pattern of learning to illustrate how this consolidation and integration of knowledge occurs, starting with an "abstract concept or questioning followed by a descending wave of unpacking knowledge and information" [38]. In this descending wave, students make sense of this abstract concept, assigning their own meaning and understanding to the subject matter; this can occur through application of prior knowledge and prior experiences from the context of their own lives and histories.…”

Section: Integration and Consolidation Of Knowledgementioning

confidence: 99%

Project-Based Learning as a Potential Decolonised Assessment Method in STEM Higher Education

Lalujan,

Pranjol

2024

Trends in Higher Education

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Decolonising the curriculum (DtC) is an emerging concept that continues to challenge higher education institutions globally, with educators and scholars increasingly recognising how traditional curricular structures, content, and pedagogical practices can reinforce colonial biases and marginalise certain student groups. DtC can be seen as a process rather than a phenomenon, one which is ongoing and multiplexed, consisting of elements that aim to dismantle the hierarchy between staff and students and question the ways in which knowledge is produced, valued, and disseminated. The expected outcome is to provide students with an education which is equitable, inclusive, and relevant to their personal lives and experiences. Efforts in DtC have continued to gain traction, but assessment practices remain overlooked as a crucial component, with most decolonising efforts focussed towards content and pedagogy. As such, this review aims to contribute to the conversation by exploring the roots and impacts of colonisation on higher education, particularly within the context of assessment in STEM subjects. We examine various elements of decolonised assessment methods and ultimately suggest project-based learning (PBL) as a comprehensive approach that brings together the aforementioned decolonial elements, illustrating this concept through the examination of a PBL assessment mode study conducted at the University of Sussex.

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