Exploring the characteristics and effectiveness of project-based learning for science and STEAM education

Chistyakov, Alexey A.; Жданов, С. П.; Avdeeva, Elena; Dyadichenko, Elena A.; Kunitsyna, Maria L.; Yagudina, R.

doi:10.29333/ejmste/13128

Cited by 6 publications

(2 citation statements)

References 40 publications

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“…In this study, the experimental group, involved in a metal welding technology project with integrated STEAM modules and job sheets, exhibited better learning outcomes than the control group. These findings are consistent with the research conducted by Chistyakov et al [42]; PjBL positively influences teaching, learning motivation, and engagement in STEAM-integrated education, serving as a viable alternative across all educational levels [43]. Research conducted by Susanti et al [44], discovered that cognitive, affective, and psychomotor abilities exhibited improved learning outcomes with PjBL treatment compared to conventional methods.…”

Section: Discussionsupporting

confidence: 88%

Effectiveness of Project-Based Learning in Metal Welding Technology Course with STEAM Approach in Vocational Education

Rahim,

Ambiyar,

Waskito

et al. 2024

TEM Journal

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This study assesses the effectiveness of merging project-based learning (PjBL) with STEAM education in metal welding curricula for 64 vocational students at Universitas Negeri Padang over 11 sessions. A quasi-experimental design with pre- and post-tests compared the performance of a PjBL-STEAM experimental group to a traditionally taught control group. The PjBL-STEAM approach significantly outperformed traditional methods, evidenced by higher mean N-gain scores in cognitive (0.763), affective (0.772), and psychomotor (0.759) domains, indicating its high effectiveness. Consequently, it is deduced that educational projects that amalgamate the STEAM approach yield more profound advancements in student academic outcomes than those conducted through conventional means. The procedural intricacies of the PjBL-STEAM syntax are meticulously elucidated, serving as a vital resource for educators and students alike in implementing this methodology within lecture settings and equipping students with pertinent competencies for the 21st-century workforce in the welding sector.

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Section: Discussionsupporting

confidence: 88%

Effectiveness of Project-Based Learning in Metal Welding Technology Course with STEAM Approach in Vocational Education

Rahim,

Ambiyar,

Waskito

et al. 2024

TEM Journal

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“…Instead, they used traditional lecture-based teaching. A more active educational methodology based on projects, case studies, and directed projects can probably help in conceptually oriented learning [74][75][76]. It has been shown, e.g., that open-inquiry activities can improve the learning process [77][78][79] and make it more long-time lasting [80].…”

Section: Global Analysis Of the Testmentioning

confidence: 99%

Persistence of Conceptual Errors in First-Year University Physics Course and Its Possible Relationship with Learning Styles

Ablanque,

Revuelta,

Losada

et al. 2024

Education Sciences

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In this work, we study the persistence of some fundamental previous ideas in physics in a group of freshmen at the Universidad Politécnica de Madrid (Spain). For this purpose, we analyze the answers to a questionnaire consisted of 24 multiple-choice items, most of them borrowed from the Force Concept Inventory (FCI). Our study is performed in two different ways by using, on the one hand, classical test theory and, on the other hand, the Pearson product–moment correlation. The survivance of some of the previous ideas at the end of the course is assessed by comparing and critically analyzing the answers of the students to the same test at the beginning and the end of the term. A possible connection with Honey–Alonso learning styles (LS) is also discussed. The results yielded by our study demonstrate the persistence of some of the initial and previous ideas, no matter the students’ previous qualifications or their current LS.

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Fostering twenty-first century skills among primary school students through math project-based learning

Rehman

Zhang

Mahmood

et al. 2023

Humanit Soc Sci Commun

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In today’s modern world, students must be equipped with twenty-first century skills, particularly those related to solving real-life problems, to ensure competitiveness in the current global economy. The present study employed project-based learning (PBL) as an instructional tool for teaching math at the primary level. A convergent mixed-methods approach was adopted to determine whether the PBL approach has improved students’ twenty-first century skills, including collaborative, problem-solving, and critical thinking skills. Thirty-five students of the experimental group were treated with PBL, while 35 students of the control were treated with the traditional teaching method. ANCOVA test for “critical thinking skills” showed a significant difference between the experimental and control group (F = 104.833, p = 0.000 < 0.05). For collaborative skills, results also showed a significant difference between the two groups (F = 32.335, p = 0.000 < 0.05). For problem-solving skills, the mean value of experimental (25.54) and control group (16.94) showed a high difference after the intervention. The t-value (8.284) and the p value (p = 0.000) also showed a highly significant difference. Observations of the classroom also revealed the favorable effects of employing PBL. PBL activities boosted the level of collaboration and problem-solving skills among students. Students could advance their collaboration abilities, including promoting one another’s viewpoints, speaking out when necessary, listening to one another, and participating in thoughtful discussions. During the PBL project, students’ active participation and effective collaboration were observed, significantly contributing to its success.

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Exploring the characteristics and effectiveness of project-based learning for science and STEAM education

Cited by 6 publications

References 40 publications

Effectiveness of Project-Based Learning in Metal Welding Technology Course with STEAM Approach in Vocational Education

Effectiveness of Project-Based Learning in Metal Welding Technology Course with STEAM Approach in Vocational Education

Persistence of Conceptual Errors in First-Year University Physics Course and Its Possible Relationship with Learning Styles

Fostering twenty-first century skills among primary school students through math project-based learning

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