Pre-Service Teachers’ Experiences and Views on Project-Based Learning Processes

Abstract

Project-based learning (PjBL) has been promoted as an effective and frequently used student-centered learning approach for various learning environments. To have various learning experiences with PjBL is an important requirement for pre-service teachers (PSTs). The purpose of the study was to investigate the experiences PSTs had with group work and collaboration, resources and research methods, the problems they faced, and the strategies they used to overcome these problems during the information and communications technology (ICT)-integrated PjBL process, as well as their thoughts concerning learning processes in PjBL. The participants in the study consisted of 413 PSTs in six different teaching programs who took the course Computer 2. Qualitative methods were used in this descriptive study. The results revealed that PSTs perceived the PjBL processes mostly positively and also that they thought the PjBL process contributed to their learning and helped them gain PjBL skills. PSTs formed groups based on their own preferences. PSTs perceived that the PjBL process based on group work that was implemented advanced their problem-solving and collaboration skills.

Project-based online learning experiences of pre-service teachers

“…The findings can be seen in Table 6. In this context, it can be said that the findings show similarities with the relevant literature (Dag & Durdu, 2017;Guo et al, 2020;Putri et al, 2017;Torres et al, 2016). Qualitative findings based on three open-ended questions revealed participants' positive, negative opinions and suggestions for implementation of PjBL in online courses.…”

“…Table 2 shows the frequency and the percentage of each statement regarding the contribution of the project to group work and collaboration skills. According to the first statement, 86% of the students stated that it contributed to the development of group working skills, which is a high ratio compared to those who said no (11%) and which is a similar finding in the literature (Dağ &Durdu, 2012;Dag & Durdu, 2017;Putri et al, 2017;Shin, 2018). Similarly, most of the participants (76%) believed the project also contributed to their collaborative working skills and they stated they mostly had good communication as a group.…”

“…For the third statement, although more than half of the participants (66%) believed that the required tasks were carried out by each group member, it is seen that a significant number of students do not share the same thoughts. The fact that group members did not take equal responsibility can be considered as an expected result considering the relevant literature (Dag & Durdu, 2017;Pinter & Cisar, 2018). The participants in the study conducted by Pinter and Cisar (2018) most of the students claimed that they noticed certain member contributed more to the success of the project than others.…”

Profiling the context of natural history teacher candidate for the elementary school degree through web-based inquiry

“…Several studies that deal with the educational technology that discusses the preparation of the technology have found that technology-based teaching method for the purpose of presentation, of digital content display such as video and online sources, and of discussion over the specific representations on certain subjects has been consistent with the efforts of implementing the technology in the teachers' educational program (McGrail et al, 2011). In addition, critical-thinking and problem-solving are necessary in establishing competencies under the objective of ensuring that the objective of an education system is to learn and not to teacher (Dag & Durdu, 2017).…”

The Development Teaching of Writing Fable Text Module with Project Based Learning (PjBL) Containing Characters

“…Most students' opinion was positive towards the achievement of content knowledge, interdisciplinary skills, and the use of PjBL in their courses [9] The project-based learning model affects the students creative thinking ability [10]. Studies have proven that when implemented well, project-based learning results positive outcomes related to students' learning in the areas of content knowledge, collaborative skills, engagement and motivation, and critical thinking and problemsolving skills [11] Project-based learning (PjBL) has been promoted as an effective and frequently used student-centered learning approach for various learning environments [12]. The PjBL alse enchances the cognitive and critical thinking.…”