A Longitudinal Investigation of Project–based Instruction and Student Achievement in High School Social Studies

Summers, Emily J.; Dickinson, Gail

doi:10.7771/1541-5015.1313

Cited by 32 publications

(21 citation statements)

References 25 publications

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“…In other words, to expand the opportunities given to pre-service teachers to realize their autonomy and to be self-determined. An example of this kind of method is projectbased learning (Summers and Dickinson, 2012).…”

Section: Recommendations For Teacher Education Institutionsmentioning

confidence: 99%

The Motivational Outcomes of Psychological Need Support among Pre-Service Teachers: Multicultural and Self-determination Theory Perspectives

Kaplan

Madjar

2017

Front. Educ.

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The study employed a self-determination theory (SDT) framework to explore pre-service teachers' perceptions of their professional training in relation to motivational outcomes. We hypothesized that students' perceptions of basic psychological need support will be positively associated with their sense of relatedness, competence, and autonomous motivation and negatively associated with controlled motivation. Sense of relatedness, competence, and autonomous motivation were hypothesized to be positively associated with personal accomplishment, engagement, and self-exploration and negatively associated with emotional exhaustion. The study was conducted within a multicultural context, which enabled exploration of the hypotheses among students from two different cultural backgrounds. Based on the universality of SDT, we expected that the general models would be similar for both cultures, although some mean level and correlational paths may be different. The sample (N = 308; mean age 23.4) consisted of Muslim Arab-Bedouin (55.3%) and Jewish (44.7%) pre-service teachers enrolled in the same teachers' college in Israel. The participants completed self-report surveys assessing their sense of basic psychological need support, autonomous and controlled motivation, self-accomplishment, engagement, self-exploration, and emotional exhaustion. Multiple-group structural equation modeling revealed that need support contributed positively to autonomous motivation, sense of relatedness, and sense of competence in both cultures. Autonomous motivation contributed positively to sense of self-accomplishment, engagement, and self-exploration. Competence in turn was positively related to engagement and negatively related to emotional exhaustion, and relatedness was associated with engagement only among the Bedouin students, and with self-accomplishment only among the Jewish students. These results indicate that sense of need support is highly important regardless of cultural background, while sense of relatedness may be related to different outcomes across cultures. The findings demonstrate the utility of SDT within the context of multicultural teacher training and support the universality of the theoretical framework.

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Section: Recommendations For Teacher Education Institutionsmentioning

confidence: 99%

The Motivational Outcomes of Psychological Need Support among Pre-Service Teachers: Multicultural and Self-determination Theory Perspectives

Kaplan

Madjar

2017

Front. Educ.

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“…It was recommended that for the effective teaching of mathematics project based method must be followed in order to increase the leaning level of students. Summers and Dickinson (2012) conducted research on a Longitudinal Investigation of Project-based Instruction and Student Achievement in High School Social Studies. Researchers found that students achievement in PBI versus traditional instruction at high school within rural…”

Section: International Journal Of Academic Research In Progressive Edmentioning

confidence: 99%

An Experimental Study to Investigate the Effectiveness of Project-Based Learning (PBL) for Teaching Science at Elementary Level

Khaliq¹,

Alam²,

Mushtaq³

2015

IJARPED

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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. It is an approach that focused students and priority is given to him for learning activities. In student-centered learning, students are carefully heard, patiently listened and considerably given preference. The classroom activities are determined and developed following their interests, abilities and needs. There is a great change in teacher and pupil roles. Now teacher role has shifted from knowledge transmitter to learning facilitator, collaborator and coach. Teacher is not a primary source of information but he or she becomes a knowledge explorer, knowledge enhancer and co-learner. The learners are provided with options and assigning them responsibilities for their own learning. There is also great change in student role with the time. Now students are not silent, passive listeners of the lecture delivered by teachers, reproduce knowledge and act as a solitary person but he or she is active participant of all the teaching learning process and providing input to knowledge and sharing it with others by collaboration and mutual understanding. In learner-centered classroom activities, students often work together in small groups, and they decide between themselves what each member's respective role should be. Seeking solutions to real-life problems, gathering information, analyzing data -this is called project-based learning (PBL). There is nothing particularly new about this type of learning since good teachers have frequently incorporated pr...

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“…Özel yetenekli öğrencilere görev aldıkları proje çalışmalarının yararları sorulduğunda proje çalışmalarının; karar verme yeteneğini geliştirdiğini, özgüveni arttırarak bilimsel araştırma yeteneğini kazandırdığını ve problem çözme becerisi ile işbirliğini arttırdığına yönelik görüşler öne sürmüşlerdir (Tablo 3). Elde edilen bu sonuç birçok çalışma ile benzerlik göstermektedir (İdin & Özdemir-Şimşek, 2016;Lam, Cheng, & Choy, 2010;Mioduser & Betzer, 2007;Summers & Dickinson, 2012). Örneğin İdin ve Özdemir (2016), yaptıkları çalışmada öğrenciler; proje çalışmalarının ders başarılarına olumlu katkı yaptığını, iletişimi arttırdığını, problem çözme becerilerini geliştirdiğini, derslere karşı olumlu tutum geliştirmelerine yardımcı olduğunu ifade etmişlerdir.…”

Section: Sonuç Tartışma Ve öNerilerunclassified

Bilim ve Sanat Merkezlerinde Yürütülen Proje Çalışmalarına İlişkin Öğrenci Görüşlerinin Değerlendirilmesi

Nacaroğlu¹,

Arslan²

2019

Eğitimde Kuram Ve Uygulama

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ÖzMakale Bilgisi Bu araştırmada Bilim ve Sanat Merkezleri'nde yürütülen proje çalışmalarına ilişkin öğrenci görüşlerinin değerlendirilmesi amaçlanmıştır. Araştırmada nitel araştırma yöntemi desenlerinden fenomenoloji deseni kullanılmıştır. Araştırmanın çalışma grubunu Doğu Anadolu Bölgesi'nde yer alan bir Bilim ve Sanat Merkezi'nde öğrenim gören, ulusal ve uluslararası proje çalışmalarına katılmış ve çeşitli başarılar elde etmiş beş özel yetenekli öğrenci oluşturmaktadır. Araştırmada veri toplama aracı olarak yarı yapılandırılmış görüşme kullanılmıştır. Görüşme formunun hazırlanmasında uzman görüşüne başvurulmuştur. Veri analizinde içerik analizi yürütülmüş olup elde edilen veriler doğrultusunda kodlar, kategoriler ve temalar oluşturulmuştur. Katılımcılar, Bilim ve Sanat Merkezi'nde yürütülen proje çalışmalarının özgün olduğunu ve problem çözme becerilerini geliştirme, işbirliğini ve özgüveni arttırma gibi birçok faydası olduğunu ifade etmişlerdir. Bununla birlikte katılımcılar proje çalışmalarında; konu belirleme, süreç, rapor yazma, jüri üyeleri, projelerin sunumu ve malzemeye ulaşma açısından birçok problemlerle karşılaştıklarını da belirtmişlerdir. Katılımcıların belirtikleri problemlere yönelik çözüm önerileri; bilimselliğe dikkat edilerek alan yazının detaylı taranması, farklı alanlarda çalışmalar yürüten kişilerden jüri üyelerinin seçilmesi, üniversitelerin ve diğer kurumların proje çalışmalarına destek vermesi yönündedir. Bu değerlendirmeler ışığında, proje çalışmalarının yoğun olarak yürütüldüğü Bilim ve Sanat Merkezleri'nde öğrenim gören öğrencilere proje çalışmalarına yönelik belli dönemlerde eğitimlerin verilmesi önem arz etmektedir. Ayrıca, üniversitelerin proje çalışmaları yapan Bilim ve Sanat Merkezi öğrencilerine malzeme temini ve bilgi paylaşımı yönünden gerekli desteği vermesi önerilmektedir.

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A Longitudinal Investigation of Project–based Instruction and Student Achievement in High School Social Studies

Cited by 32 publications

References 25 publications

The Motivational Outcomes of Psychological Need Support among Pre-Service Teachers: Multicultural and Self-determination Theory Perspectives

The Motivational Outcomes of Psychological Need Support among Pre-Service Teachers: Multicultural and Self-determination Theory Perspectives

An Experimental Study to Investigate the Effectiveness of Project-Based Learning (PBL) for Teaching Science at Elementary Level

Bilim ve Sanat Merkezlerinde Yürütülen Proje Çalışmalarına İlişkin Öğrenci Görüşlerinin Değerlendirilmesi

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