Developing physics concepts through hands-on problem solving: a perspective on a technological project design

Hong, Jon‐Chao; Chen, Mei-Yung; Wong, Ashley; Hsu, Tsui Fang; Peng, Chih Chi

doi:10.1007/s10798-011-9163-7

Cited by 18 publications

(21 citation statements)

References 30 publications

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“…([4], p. 28) In general, this category includes justifications according to which PBSTL would enable the development of thought processes deemed to be higher order cognitive skills, such as divergent and convergent thinking, problem-solving and metacognition ( [3][4][5]21,33]); critical and analytical thinking ( [11,46]); autonomy, self-discipline and responsibility ( [3,4,19,42]); and creative skills and curiosity ([4,6,11,17,24,47]). The development of interpersonal skills also falls under this PBSTL justification category: the ability to work with others and forge teamwork and interpersonal skills ( [3,4,6,11,15,19,24]).…”

Section: Acquisition By Students Of Non-specific Sandt Knowledge and Comentioning

confidence: 99%

“…Various expressions are used to refer to these relationships (see Supplementary material 2), for example, 'real-world questions' , 'everyday world' or 'real-world' ( [1,15,19,21,[25][26][27]33,35,38]); 'real-life' or 'everyday life' ( [1,15,16,27,29,43,46]); 'real situations' ( [18,19]); and so forth. Overall, this connection between learning and the real world is tackled from two different angles in the justifications proposed by the authors of the articles analysed:…”

Section: Learning Is Anchored In the Real Worldmentioning

confidence: 99%

“…Some are satisfied with claiming that PBSTL is a good means for incorporating S&T teaching into these perspectives (e.g. [4,19,21,26]). Others emphasise an attribute in their definitions because, for them, PBSTL provides a mean for promoting it: the active engagement of students in learning and knowledge construction (e.g.…”

Section: Pbstl Is In Keeping With Constructivist and Socioconstructivmentioning

confidence: 99%

“…These questions strive to describe the various aspects of classroom teaching and learning when implementing PBSTL, but without explicitly studying the impact (or effect or influence) of this approach on the students or teachers. The processes studied are nonetheless highly varied and it is difficult to group them together under a restricted number of dominant directions: the patterns of teacher-student discursive interactions [1]; the type of classroom discourse (scientific or common-sense) [36]; the nature of knowledge the students deal with in working on their projects in science [5] or technology [6]; students' tasks or learning processes in general ( [17,20,48]) or gender differences (comparison between boys and girls) ( [22]); the ways teachers integrate technology into their courses [37]; collaborative learning [21]; and incorporating concept mapping and other tools [41].…”

Section: Description Of the Teaching And Learning Processmentioning

confidence: 99%

See 3 more Smart Citations

Trends in research on project-based science and technology teaching and learning at K–12 levels: a systematic review

Hasni

Bousadra

Belletête

et al. 2016

Studies in Science Education

100

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Project-based teaching is nothing new; it originates from the work of authors like Dewey and Kilpatrick. Recent decades have seen renewed interest in this approach. In many countries, it is currently considered to be an innovative approach to science and technology (S&T) teaching. In this article, we present a systematic review of what recent scientific publications teach us about this approach: How is this approach identified in these publications? How is the use of this approach in school S&T justified? What are the main research questions covered by studies in the field? What do these studies on this approach teach us? To answer these questions, we have selected and analysed articles published, between 2000 and 2014, in journals that are specialised in school science and technology education and that are indexed in ERIC database. In the synthesis based on this analysis, we present: (a) the theoretical constructs used by the authors to refer to this approach and the features identified to define it; (b) the justifications for this approach; (c) the research questions covered by studies in the field; (d) the data collection and analysis methods used in these studies; and (e) the main findings. In addition to presenting a synthesis of current research in this field, we offer a critical discussion thereof with a focus on two aspects, namely the way PBSTL is conceptualised and the rigour of the research methods used to ensure the validity of findings.

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Section: Acquisition By Students Of Non-specific Sandt Knowledge and Comentioning

confidence: 99%

Section: Learning Is Anchored In the Real Worldmentioning

confidence: 99%

Section: Pbstl Is In Keeping With Constructivist and Socioconstructivmentioning

confidence: 99%

Section: Description Of the Teaching And Learning Processmentioning

confidence: 99%

See 2 more Smart Citations

Trends in research on project-based science and technology teaching and learning at K–12 levels: a systematic review

Hasni

Bousadra

Belletête

et al. 2016

Studies in Science Education

100

View full text Add to dashboard Cite

show abstract

“…Hands-on learning is regarded as an efficient way of learning science and math, due to the implement of experiential education [6]. The present empirical researches show that there are significant correlations between hands-on learning attitude, problem approach attitude, problem solving confidence, and problem solving style [7] [8].…”

Section: Introductionmentioning

confidence: 99%

Predictors of Hands-On Learning: Students’ Problem Approach Attitude, Problem Solving Confidence, and Problem Solving Style Relevant to Parental Monitoring

Tsai¹

2014

JSS

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Helicopter parents prevail in this current society, their monitoring practice was assumed to take their children away from many hands-on engagements and affect children's problem solving skills. Accordingly, this study conducted a questionnaire survey to those vocational high school students who had ever experienced project making, and there were 456 effective questionnaires collected for confirmatory factor analysis and structural equation modeling. The results showed that: 1) parental monitoring was negatively correlated to problem solving confidence, problem solving style, and problem approaching attitude. 2) Students' problem solving confidence, problem solving style, and problem approach attitude were positively associated with hands-on learning attitude. The results implied that parents ought to give children more opportunities to behave themselves, so children would have higher foci of hands-on practice which special needed in vocational high school.

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The Effect of Object-Free and Object-Related Intelligences on Hands-On Making Self-Efficacy and Attitude Toward Quality Improvement

Hong

Hwang

Tsai

2020

Int J of Sci and Math Educ

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Developing physics concepts through hands-on problem solving: a perspective on a technological project design

Cited by 18 publications

References 30 publications

Trends in research on project-based science and technology teaching and learning at K–12 levels: a systematic review

Trends in research on project-based science and technology teaching and learning at K–12 levels: a systematic review

Predictors of Hands-On Learning: Students’ Problem Approach Attitude, Problem Solving Confidence, and Problem Solving Style Relevant to Parental Monitoring

The Effect of Object-Free and Object-Related Intelligences on Hands-On Making Self-Efficacy and Attitude Toward Quality Improvement

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