Assessing Collaborative, Project-based Learning Models in Introductory Science Courses

Abstract

Collaborative, project-based learning models have been shown to benefit student learning and engagement in the STEM disciplines. This case study evaluates the use of highly collaborative project- and problem-based learning models in introductory courses in the geosciences and biology. In the geosciences, we developed project-based modules with a strong local focus. Student teams worked on three project-based laboratories dealing with the local geology/geomorphology, water quality of a local stream, and local flooding issues. These replaced traditionally taught laboratories on topographic maps and rivers and streams. Student teams presented project results in lieu of taking a traditional laboratory practical. In biology, we designed a collaborative learning model that incorporated three problem-based learning modules into a first-semester introductory biology course. Students were assigned topics in evolution, cell biology and genetics to research independently during the course of the semester, with each module culminating in a brief presentation on the topic. Modules were designed to mirror concepts being covered in the lecture. Preliminary results suggest that student performance and attitudes towards course material benefitted from this learning model. The authors consider outcomes, benefits, and challenges to students and instructors.

Course Redesign: Implementing Project-Based Learning to Improve Students’ Self-Efficacy

“…Thus, the findings of this study can help us better understand the positive effects of prior course redesign efforts (Hearne & Henkin, 2011;Vaughan, 2010;Wilson et al, 2018) by associating them with improvements in students' self-efficacy (Fini et al, 2018). It can also be argued that the evidence presented in this study supports the claim that students' perceptions of their increased academic abilities are not unwarranted and can be affirmed by their academic performance in the future (Cȩlik et al, 2018;Das et al, 2019;Huysken et al, 2019;Olson, 2017). This knowledge can serve as an important implication for all FYS faculty and staff working with students who are struggling academically, enroll in colleges under-prepared, or find it particularly hard to overcome academic barriers and roadblocks.…”

“…The available studies, however, agree that PjBL can be used as a powerful tool to improve student learning. The most pronounced positive effects have been recorded in the domain of academic performance (Cȩlik et al, 2018;Huysken et al, 2019) and motivation (Amaral et al, 2018;Requies et al, 2018). Additional results have been documented for improving students' conceptual understanding (Coruhly & Nas, 2018), advancing research skills (Saliba et al, 2017), and enhancing participants' self-efficacy, teamwork, and communication skills (Fini et al, 2018).…”

Project-based Learning as a Tool for Student-Teachers’ Professional Development: A Study in an Omani EFL Teacher Education Program

“…Studies on content area classes at the university level report several benefits for the use of PBL, such as the development of cross-curricular competencies including autonomy, teamwork, problem solving and critical thinking (Pacheco et al, 2018), as well as student interaction and collaboration (El-Maaddawy et al, 2018;Gao & Avis, 2019;Huysken et al, 2018;Rooij, 2009). In the neighbouring Qatari higher education context, Khandakar et al (2020) report on a case study where they employed a multi-course project-based learning (MPL) approach in two electrical engineering interdisciplinary undergraduate courses at Qatar University and investigated its impact on Education for Sustainable Development.…”

“…in the last few decades there has been a shift to more open-ended approaches to teaching that value inquiry, reflection, problem-based learning, discussion and collaboration, and self-directed learning (Harmer & Stokes, 2018;Holm, 2011;Bell, 2010). The literature on student learning revealed that learning by doing and experiencing is much more meaningful and permanent for the students than passive learning (Bell, 2010;Holst, 2003;Howard, 2002), and that this is one of the main constituents of contemporary education.…”

“…Researchers have also maintained that pre-service teachers' firsthand experience with PBL as learners will influence their own beliefs and practices as future teachers. They are more likely to transfer the skills they learnt to their own future classrooms (Holst, 2003;Howard, 2002).…”