An empirical study about the impact of project‐based learning on reading literacy of primary students in a blended learning environment

Zhang, Wenlan; Lu, M.; Yang, Panpan

doi:10.1002/pits.22949

Cited by 2 publications

(1 citation statement)

References 18 publications

(8 reference statements)

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“…This model is designed to be used in complex problems that students need to investigate and understand. Project-based learning is a learning model that provides opportunities for teachers to manage learning in the classroom by involving project work (Thomas et al 1999;Zhang et al, 2023). Through project work learning, students' creativity and motivation will increase (Clegg, 2001;Maros et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

The Implementation of Project-Based Learning in Higher Education: A Case Study in the Indonesian Context

Rachmawati,

Pradita,

Ulyan

et al. 2024

JOLLT

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The implementation of project-based learning has been the center of the teaching and learning process in higher education especially in Indonesia. Higher degree education including universities that implements the project-based learning model. Along with the practical use in class, there is a need to clarify whether the project-based learning has been well conducted. This study is conducted through qualitative approach to dig depicted picture of the implementation of the teaching model. The data were gathered through observation and in-depth interview which were analyzed using qualitative data analysis. The observation covers the preparation of the class like checking the lesson plan, syllabus, learning materials, and the instructional model used. The observation has also been done during the implementation of the lesson plan. The in-depth interview was done through conducting interview with the lecturers and the students about the implementation of the instructional model. The result of the study presents that the implementation of project-based learning was done in a number of ways and stimulate the development of the students’ skills. The implementation of the model was done in various ways covering the three main processes: preparation, implementation, and evaluation. The model implemented facilitates the students’ problem-solving skills, critical thinking skills, communication skills, collaboration skills, and information literacy. As the students developed their life skills, the teaching through the project-based learning model can be done creatively depending on the learners’ and teacher’s characters and the learning facilities.

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Section: Introductionmentioning

confidence: 99%

The Implementation of Project-Based Learning in Higher Education: A Case Study in the Indonesian Context

Rachmawati,

Pradita,

Ulyan

et al. 2024

JOLLT

View full text Add to dashboard Cite

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Research on the Optimization Method of Project-Based Learning Design for Chinese Teaching Based on Interference-Tolerant Fast Convergence Zeroing Neural Network

Bai,

Geng,

2024

Int J Comput Intell Syst

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The system known as project-based learning, which is applied to specific courses without compromising the coverage of the necessary technical material, uses projects to drive knowledge. The plan and implementation of project-based learning in Chinese teaching as a major project, which embraces undergraduate creativity and places an emphasis on real-world, open-ended projects are discussed in this paper. In this paper, research on optimization method of project-based learning design for Chinese teaching based on optimized interference-tolerant fast convergence zeroing neural network (PBLD-ITFCZNN-BRO). It consists of three stages, import phase, main stage and evaluation stage. In the initial phase, the teacher separated the students to groups before the lecture to make sure that every group poses various traits, with some strong leadership skills and hands-on skills. The second phase of the PBL procedure helped transform what is primarily a passive learning environment (taking notes, listening, and sitting) into a more dynamic, student-centered, and interactive one. Students presented data, articulated their concepts, and then optimized their approaches to problem-solving during the evaluation step. The teachers concluded by summarizing. The performance of the proposed PBLD-ITFCZNN-BRO approach contains 15.26%, 20.42% and 21.27% greater accuracy, and 15.61%, 17.50% and 20.24% greater precision rate, compared with Investigation of Computer Network Technology on New Media Problem-Basis Learning Teaching Mode (CNT-PBLTM), PBL Model Basis application on Deep Learning in Physical Education Classroom Integrating Production with Education (PBL-DL-PEC), Interdisciplinary project-based learning: experiences with reflections from teaching electronic engineering at china (PBL-EEC) techniques, respectively.

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An empirical study about the impact of project‐based learning on reading literacy of primary students in a blended learning environment

Cited by 2 publications

References 18 publications

The Implementation of Project-Based Learning in Higher Education: A Case Study in the Indonesian Context

The Implementation of Project-Based Learning in Higher Education: A Case Study in the Indonesian Context

Research on the Optimization Method of Project-Based Learning Design for Chinese Teaching Based on Interference-Tolerant Fast Convergence Zeroing Neural Network

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