Peculiarities of educational challenges implementing project-based learning

Abstract

It has long been acknowledged that effective learning is grounded on opportunities to explore problems and think critically, thus creating solid base for knowledge economy development. In this vein, there have been concentrated reform initiatives across many content areas that have integrated authentic and student-driven instructional approaches. Within the context of the 21st century education paradigm, the acquisition and development of new competencies and technical skills require new authentic learning methods. The growing popularity of the project-based learning paradigm, is related to extended opportunities in terms of knowledge attainment, facilitating the acquisition of several transversal competences such as team work, search and collection of information and synthesis and analysis abilities. However, PBL learning strategies should be developed in compliance with the educational challenges faced by the new technique’s implementation. In the light of this reasoning, this paper presents a literature review on PBL and discusses PBL’s implementation opportunities and challenges faced by academic staff, business representatives and students. A key point is to highlight the concept of networking among teachers, students and the business sector.
 Keywords: Knowledge-based Cooperation; Networking in Studies; Business and Science; Innovative Approach; Project-based Learning (PBL);

Implementasi Pembelajaran Berasaskan Projek (PBP): Manfaat dan Cabaran kepada Pelajar dan Guru

“…Berdasarkan keterangan di atas, matlamat KBAT boleh dicapai melalui PBP kerana ia adalah berasaskan kemahiran yang perlu dikuasai oleh pelajar iaitu kreatif, kritikal, komunikasi dan kolaborasi (Sadrina et al, 2018). PBP juga menyediakan pelajar dengan pembelajaran dunia sebenar (Sadrina et al, 2018;Kim, 2021;Issa & Khataibeh, 2021), melibatkan pelajar dalam aktiviti penyiasatan masalah (Issa & Khataibeh, 2021;Vasiliene-Vasiliauskiene et al, 2020;de la Torre-Neches et al, 2020), melibatkan kemahiran penyiasatan (Akpan et al, 2020;Saleha, 2019;Vasiliene-Vasiliauskiene et al, 2020), menghasilkan produk (Almulla, 2020;Agudelo & Vasco, 2019;Aldabbus, 2018) dan melakukan penilaian reflektif (Sadrina et al, 2018;Kim, 2021;Issa & Khataibeh, 2021). Justeru, dapatlah dirumuskan bahawa penggunaan PBP dalam PdP adalah menggunakan konsep teori pembelajaran iaitu Teori Konstruktivisme.…”

“…Hal ini kerana kerana manfaat diperoleh daripada PBP meliputi kemahiran-kemahiran, kemampuan dan karakter peribadi yang melayakkan pelajar untuk menempatkan diri dalam pekerjaan profesional dengan memfokuskan kepada pengetahuan saintifik dan menggunakannya dalam situasi dunia sebenar. Malah, PBP turut meningkatkan keberkesanan pembelajaran dan ilmu yang diperoleh kerana ia bersifat "transferable" atau boleh dipindahkan (Vasiliene-Vasiliauskiene et al, 2020) iaitu boleh diaplikasikan dalam dunia sebenar.…”

“…Keempat, bagi aspek teknikal, Haatainen dan Aksela (2021) mendedahkan bahawa penggunaan alatan teknologi berbeza semasa melaksanakan PBP dan dokumentasi berkaitan turut mencabar keupayaan guru. Selain itu, guru juga perlu tahu kaedah penilaian yang sesuai untuk digunakan bagi menilai kualiti pelajar berdasarkan perbezaan peranan yang dilakukan mereka dalam PBP (Vasiliene-Vasiliauskiene et al, 2020). Peter (2019) mendapati bahawa kegagalan guru menyediakan rubrik projek menyebabkan pelajar dan guru sama-sama hilang tumpuan kerana tidak dibimbing dengan sewajarnya.…”

A Content Analysis Study for Instructional Technology Themed TUBITAK Projects

“…At the end of the topic, activities involved in solving the problems can be presented for the final products obtained. During the project-based learning process, students access the information through their own efforts and analyse the data they reach, interpreting the data for their purposes and ultimately making it a report [32]. After students create the report, they discuss the information in the results section.…”

Social Media communicative skills of younger students with intellectual disabilities in science education course

“…Personality is formed in activities and fellowship with other people and determines the nature of these processes. Speech as a means of knowledge and communication, is an important tool for socialization of students, a necessary condition for the success of educational activities and social and personal development (Vasiliene-Vasiliauskiene, Vasilis Vasiliauskas, Meidute-Kavaliauskiene, & Sabaityte, 2020;Dmitrieva, 2005;Maigari & Arafat, 2019;Kuloglu, 2019). The problem of development of social and communicative skills in children of primary school age is particularly important in connection with the transition to a new age stage, characterized by the need to master a new type of child leading educational activities.…”