Problem Oriented Project Based Learning (POPBL) in Promoting Education for Sustainable Development

Yasin, Ruhizan Mohammad; Rahman, Saemah

doi:10.1016/j.sbspro.2011.03.088

Cited by 47 publications

(32 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Meanwhile, the project-based methodology may encourage students to study realistic occupational health tasks in an educational setting, and through this process, students are able to bridge the gap between academic settings and industrial settings 9,14) . Therefore, the project-based learning approach may be more meaningful to students if they come from work settings.…”

Section: Discussionmentioning

confidence: 99%

Incorporation of Project‐based Learning into an Occupational Health Course

Dehdashti

Mehralizadeh

Kashani

2013

Journal of Occupational Health

View full text Add to dashboard Cite

Incorporation of Project‐based Learning into an Occupational Health Course: Alireza DEHDASHTI, et al. Occupational Health Department, Faculty of Health, Research Center for Social Determinants of Health, Semnan University of Medical Sciences, Iran— Objective Use of an appropriate teaching approach is a major concern for faculty members who are involved in occupational health and safety academic education. The challenge is to explore teaching tools to equip students with knowledge and skills to prepare them for their practices, in which they will encounter occupational health and safety issues in various occupational settings. The current study presents the design and implementation of a team project‐based learning approach for undergraduate occupational health students to examine the appropriateness and perceptions of students and educators with regard to such a learning experience. Methodology: Steps were taken to guide the educators and students through the learning process based on projects completed in teams. The research tools for collecting data were a questionnaire and semi‐structured interviews with participants. Results The results illustrated that use of the proposed teaching approach as part of occupational health education may have the potential to motivate and enhance the active roles of educators and students in the learning process, and improve students' technical and social skills that are crucial for practice in the occupational health field. Conclusions The study findings showed that project‐based learning may provide a promising teaching strategy in the education and training of occupational health students. In addition, academic institutions should encourage educators to plan, introduce and evaluate the effectiveness of project‐based learning.

show abstract

Section: Discussionmentioning

confidence: 99%

Incorporation of Project‐based Learning into an Occupational Health Course

Dehdashti

Mehralizadeh

Kashani

2013

Journal of Occupational Health

View full text Add to dashboard Cite

show abstract

“…Literature agrees on the fact that higher education institutions (such as Universities) are crucial in the global efforts for reaching a sustainable development (Mochizuki and Fadeeva, 2008) and it is commonly accepted that education is a key element in the change and transformation of behaviours and practices toward sustainable living (Yasin and Rahman, 2011).…”

Section: Education For Sustainable Development and Education For Sustmentioning

confidence: 99%

Educating for Sustainability: Perspectives and Critical Notes on Accounting Scholars’ Role in Higher Education

Baldo¹,

Baldarelli²

2017

Scientific Annals of Economics and Business

View full text Add to dashboard Cite

Education for sustainable development represents a relevant issue that allows Universities to lead and respond to social needs towards a more sustainable life and a complete change in the global paradigm of education and involvement of society. A crucial point for developing a culturally sensitive vision is to deepen the scholars' genuine commitment to sustainability. A pillar of sustainability education should rest on authenticity, intended as coherence between the scholars' research and teaching arguments relative to sustainability and the concrete behaviors held in their professional and personal spheres of life. Starting from this premise, the papers aims to inquire if there is a decoupling between the concepts scholars contribute to promote within the sustainability discourse and the real practice of sustainability in their personal and professional experience. "Is there a missing link between what scholars teach and study, thereby contributing to sustainability research and their daily choices and style of life?" After having presented the research design and the methodological approach adopted to empirically investigate the phenomenon the attention has been focused on the social and environmental accounting research literature, where some contributions claim for the presence of "blue meanies" that invade the world of scholarship, reflection, collegiality and hinder the development of challenges toward sustainability. The preliminary results of the explorative study suggest that a lot of tension related to education for sustainability improve the transfer of sustainable values and attitudes within the scientific community and the students, while several factors hinder sustainable behaviors in the daily professional and personal life of scholars, thus undermining relationships which are a pillar of sustainability.

show abstract

“…Similarly, Bereiter and Scardamalia [28] found that today's modified forms of problem-based and project-based learning overlap in important areas. Additional arguments speak for hybrid forms of problem-and project-based learning (PPBL) in the context of sustainability education [29]. First, PPBL courses in sustainability adopt the problem inquiry as in problem-based learning and, in order to develop solution options, the product-orientation from project-based learning.…”

Section: Key Features Of Problem-and Project-based Learning In Sustaimentioning

confidence: 99%

Do We Teach What We Preach? An International Comparison of Problem- and Project-Based Learning Courses in Sustainability

2013

View full text Add to dashboard Cite

Problem-and project-based learning (PPBL) courses in sustainability address real-world sustainability problems. They are considered powerful educational settings for building students' sustainability expertise. In practice, however, these courses often fail to fully incorporate sustainability competencies, participatory research education, and experiential learning. Only few studies exist that compare and appraise PPBL courses internationally against a synthesized body of the literature to create an evidence base for designing PPBL courses. This article introduces a framework for PPBL courses in sustainability and reviews PPBL practice in six programs around the world (Europe, North America, Australia). Data was collected through semi-structured qualitative interviews with course instructors and program officers, as well as document analysis. Findings indicate that the reviewed PPBL courses are of high quality and carefully designed. Each PPBL course features innovative approaches to partnerships between the university and private organizations, extended peer-review, and the role of knowledge brokers. Yet, the findings also indicate weaknesses including paucity of critical learning objectives, solution-oriented research methodology, and follow-up research on implementation. Through the comparative design, the study reveals improvement strategies for the identified challenges and provides guidance for design and redesign of PPBL courses.

show abstract

Problem Oriented Project Based Learning (POPBL) in Promoting Education for Sustainable Development

Cited by 47 publications

References 2 publications

Incorporation of Project‐based Learning into an Occupational Health Course

Incorporation of Project‐based Learning into an Occupational Health Course

Educating for Sustainability: Perspectives and Critical Notes on Accounting Scholars’ Role in Higher Education

Do We Teach What We Preach? An International Comparison of Problem- and Project-Based Learning Courses in Sustainability

Contact Info

Product

Resources

About