Focus on Teacher Education: Project-Based Learning; Is There a Problem-Based Difficulty?

Strevy, Deborah

doi:10.1080/00094056.2014.983026

Cited by 6 publications

(4 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Teachers, however, may have difficulty finding the balance between supporting students while moving away from direct instruction (Pepper, 2009). Offering different levels of support and choice can be intimidating for both new and experienced teachers (Strevy, 2014). In a recent study of a PBL implementation in a college of education, instructors were reluctant to provide direct teaching and even guidance because of an assumption that students should be independent learners (Koh & Tan, 2016).…”

Section: Teacher Understanding Of Pblmentioning

confidence: 99%

See 1 more Smart Citation

The Iterative Development and Use of an Online Problem-Based Learning Module for Preservice and Inservice Teachers

Rillero

Camposeco

2018

Interdisciplinary Journal of Problem-Based Learning

View full text Add to dashboard Cite

Section: Teacher Understanding Of Pblmentioning

confidence: 99%

“…An additional challenge in teacher education is that inservice and preservice teachers may not have experienced PBL as learners and might not have PBL implementers to observe (Lehman, George, Buchanan, & Rush, 2006;Strevy, 2014). Further, PBL has many components.…”

Section: Teacher Understanding Of Pblmentioning

confidence: 99%

The Iterative Development and Use of an Online Problem-Based Learning Module for Preservice and Inservice Teachers

Rillero

Camposeco

2018

Interdisciplinary Journal of Problem-Based Learning

View full text Add to dashboard Cite

“…In addition, students also have extra time to discuss with their friends in doing assignments and feel free to express their ideas and innovations. Barell (Strevy, 2014) argues that PBL is now seen by many educators as the best approach to use in learning.…”

Section: The Successful Use Of Project Based Learning On Students' Ac...mentioning

confidence: 99%

Project Based Learning: An Attempt To Develop Student'S Academic Writing Skills

2022

View full text Add to dashboard Cite

This study aims to see the effectiveness of project based learning on the academic writing skills of STIE Dwi Sakti Baturaja students. The research method used in this study was a pre-experiment with a research design of One Group Pretest-Posttest Design. The sample of this study amounted to 60 students. The data collection technique used a test technique which was divided into pretest and posttest. The data processing technique used a t-test calculation with the SPSS 20 program. The results showed that project based learning was effective on students' academic writing skills. Furthermore, students who can improve their score at least 10 points better than the score they get from the initial test with a score above 90 there are 11 students. Furthermore, students who have a score of more than 78 there are 14 students. A total of 35 students got a minimum score of 78 after using PBL in their writing activities.

show abstract

“…In addition, student learning outcomes are at stake, and student motivation and interest have decreased (Prasetya et al, 2019). Other researchers also revealed the problem of PjBL implementation, namely the difficulty of teachers (Mutohhari, Sutiman, et al, 2021;Shpeizer, 2019;Strevy, 2014). The problems described can be solved through the training and coaching of vocational teachers (Mikkonen et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Online Project-Based Learning (O-PjBL): Effectiveness in Teachers Training and Coaching in Vocational Education

et al. 2022

View full text Add to dashboard Cite

Vocational teachers need effective and interactive classroom management during online learning. This study aims to describe the concept of training, measure the perception of vocational teachers, and measure effectiveness during training and coaching of vocational teachers in online learning using project-based learning (O-PJBL). This study applies a combined evaluative method with the Plan-DO-Check-Evaluation (PDCA) stage to explore the concept of training and coaching, then test the perception and effectiveness of applying the quasi-experimental method. A total of 70 vocational teachers were involved in the study. Data were collected using observation sheets, online questionnaires with a scale of 1-4, and pretest-posttest questions. The data were analyzed based on the activities of vocational teachers and inferential statistical analysis. The results of the research are (1) the implementation of vocational teacher training and development with the PDCE approach resulting in project-based online learning based on the characteristics of the subject; (2) the perception of vocational teachers on aspects of content relevance, content suitability, presentation quality, content mastery, and time allocation is very good with a significance value based on gender is 0.892, employment status is 0.456, and age range is 0.142; and (3) there was a positive increase in the understanding of the material and the quality of learning tools. The quality of future vocational learning is determined by teachers who are up to date with changes.

show abstract

Focus on Teacher Education: Project-Based Learning; Is There a Problem-Based Difficulty?

Cited by 6 publications

References 3 publications

The Iterative Development and Use of an Online Problem-Based Learning Module for Preservice and Inservice Teachers

The Iterative Development and Use of an Online Problem-Based Learning Module for Preservice and Inservice Teachers

Project Based Learning: An Attempt To Develop Student'S Academic Writing Skills

Online Project-Based Learning (O-PjBL): Effectiveness in Teachers Training and Coaching in Vocational Education

Contact Info

Product

Resources

About