Doing the project and learning the content: Designing project‐based science curricula for meaningful understanding

Kanter, David

doi:10.1002/sce.20381

Cited by 75 publications

(90 citation statements)

References 48 publications

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“…It is a question of the students being involved in the S&T processes used to solve the problem or answer the central question: scientific inquiry ( [19,26,38,43]); investigation ( [1,4,19,25,29,31,32,43,44]); and engineering design ( [25,29] The authors typically prefer the latter type of inquiry for PBSTL.…”

Section: The Students Are Engaged In Investigations or Design Activitiesmentioning

confidence: 99%

“…On the one hand, the authors consider that PBSTL facilitates a meaningful understanding of important science concepts and core scientific ideas ( [1,17,22,25,29,36,43,47]). On the other hand, they argue that this approach promotes the development of S&T skills and competencies: scientific inquiry, technological capability, design process and problem-solving skills ( [1,4,10,12,16,17,19,22,23,26,29,30,33,36,43,47]).…”

Section: Acquisition By Students Of Sandt Specific Knowledge and Competmentioning

confidence: 99%

See 1 more Smart Citation

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

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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: The Students Are Engaged In Investigations or Design Activitiesmentioning

confidence: 99%

Section: Acquisition By Students Of Sandt Specific Knowledge and Competmentioning

confidence: 99%

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

View full text Add to dashboard Cite

show abstract

“…This kind of discourse can be invaluable to foster the necessary science thinking during game play. Research has shown that students can get very distracted while doing a particular activity and forget to attend to what they are supposed to be understanding [21]. In a game play, this same stance can happen, particularly for students who have a game play orientation like Preston and who are very concerned with beating the game, but not learning along the way.…”

Section: Discussionmentioning

confidence: 99%

Digital Games in the Science Classroom: Leveraging Internal and External Scaffolds during Game Play

Krinks¹,

Johnson²,

Clark³

2018

Simulation and Gaming

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We have developed a disciplinarily integrated game (DIG) to support students in interpreting, translating, and manipulating across formal representations in the domain of Newtonian kinematics. In this study, we seek to understand what game play looks like in a classroom context with particular attention given to how students leverage internal and external scaffolds to progress through the game and deepen their conceptual knowledge. We investigate the following questions: (1) In what ways do students interact with the game, with each other, and with their teacher when they play SURGE Symbolic in a classroom environment? (2) How do game scaffolds, both within and outside of the game, support or impede student learning and game play? (3) What are the implications of these observations for teachers and game designers? We found that although most students used internal scaffolds in some way to assist their game play, many found that these scaffolds were insufficient to get through challenges. They quickly sought help from external resources available to them outside the game to help them advance in the game. The source of information they needed to make progress came from various people or resources outside the game, what we are calling "knowers."

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“…The engineering students were able to achieve process skills and reported felt more motivated to learn actively engage the outside sources to accomplish the requirements of the Project [28]. It has been found out that project-based learning has important effects on students' academic achievement [32,33], and to students' individual learning [34], and students' motivation, their capability in problem solving and their learning achievement [35].…”

Section: Related Workmentioning

confidence: 99%

The Effect of Project-based Cooperative Studio Studies on the Basic Electronics Skills of Students’ Cooperative Learning and their Attitudes

Korkmaz¹

2018

IJMECS

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Abstract-Engineering education plays a prominent role in the development of technologies, society, nation, production, economy and employment. It is the art of applying scientific and mathematical principles, and experience to produce a technical product or system to meet out a specific need in the society. Based on the literature, it was thought that implementation of a cooperative project-based education on electricalelectronics engineering students could contribute to their basic engineering skills, their cooperative learning, and their attitudes towards engineering education and occupation. The aim of this study was to reveal the effect of project-based cooperative studio studies on the occupational basic skills of electrical-electronics engineering students, cooperative learning, and their attitudes towards engineering occupation. The research is designed to be a study that is half-experimental and halfquantitative study and was composed of 42 students. Within the research, project-based cooperative studio studies were utilized by the experimental group while the control group had similar course requirements for six weeks, but their practice solely included the content of the Lab II course in the official curriculum. The resulting data was gathered using the Basic Electronics Skills SelfEffacement Scale, the Scale for Attitude towards Cooperative Learning, and the Scale for Attitude towards Engineering and Engineering Education. The results indicate that the project-based cooperative studio studies are contributing more meaningfully to students' intermediate level electronics skills, and their attitudes towards cooperative learning and towards engineering occupation.

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Doing the project and learning the content: Designing project‐based science curricula for meaningful understanding

Cited by 75 publications

References 48 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

Digital Games in the Science Classroom: Leveraging Internal and External Scaffolds during Game Play

The Effect of Project-based Cooperative Studio Studies on the Basic Electronics Skills of Students’ Cooperative Learning and their Attitudes

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