Project-Based Learning

Dagan, Osnat

doi:10.5040/9781350238442.0026

Cited by 2 publications

(2 citation statements)

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“…Beijing Normal University has identified six design elements in its PBL practices that are cent red on core competencies. These comprise problem-driven approaches, ongoing inquiry, student involvement, interdisciplinary integration, product orientation, and evaluation guidance (Sang et al, 2023). These elements give exclusive insights and inspire distinctive project-based learning practices in China.…”

Section: Characteristics and Design Elements Of Project-based Learningmentioning

confidence: 99%

Knowledge Landscape and Trend Analysis of Project-Based Learning Education Research in the Last Decade: A CiteSpace Bibliometric Study

Jiang

2024

AFJHSS

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In recent years, Project-Based Learning (PBL) has emerged as a significant initiative in the context of educational reforms, providing new potential for the education sector in China. The Ministry of Education has issued several guidelines to facilitate the integration of PBL in primary, secondary, and higher education institutions. Based on John Dewey's pragmatic philosophy, PBL encourages students to actively engage in collaborative learning, problem-solving, and real-world applications, fostering critical thinking and innovation. Compared to traditional classroom teaching, Problem-Based Learning (PBL) places learning in context, providing students with opportunities to apply acquired knowledge and skills. Consequently, PBL is deemed an effective approach for enhancing students' overall literacy, academic achievements, and self-guided learning abilities, which prepares them for future careers. Nonetheless, PBL poses challenges. Investigating the localisation of PBL in the Chinese educational context holds significant theoretical and practical value for advancing educational modernization in the new era. The current educational environment confronts numerous challenges in implementing reforms and fostering innovation. Utilizing CiteSpace, the research findings indicate that PBL has emerged as a focal point in educational research, gaining considerable attention both nationally and internationally. Its research domains are diverse, reflecting the multifaceted nature of PBL. In the national setting, research on PBL has made significant advancements, yet clear boundaries remain. Subsequently, forthcoming research in China might delve into the amalgamation of teacher education, multidimensional assessment of student abilities, and the broadening of PBL into broader subject areas.

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Section: Characteristics and Design Elements Of Project-based Learningmentioning

confidence: 99%

Knowledge Landscape and Trend Analysis of Project-Based Learning Education Research in the Last Decade: A CiteSpace Bibliometric Study

Jiang

2024

AFJHSS

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“…English language instruction is said to benefit from this paradigm. The paradigm of project-based learning includes other stakeholders relevant to the area's demands while focusing on a subject's fundamental concepts and ideas (Benavides et al, 2022;Dagan, 2023;Stanley, 2022). Students produce valuable work based on reality when they are allowed to work independently on generating their own learning (Haefeli, 2022;Nollmeyer & Torres, 2022;Samnidze, 2022).…”

Section: Introductionmentioning

confidence: 99%

Classroom Management: Improving Students Learning Outcome through Project-Based Learning

Muhria,

Syarifudin,

Wiarsih

2024

Edusci

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This research aims to determine project-based learning class management in improving students' English learning outcomes. Therefore, the method used in this research is classroom action research using two cycles. The study's findings indicate that using a project-based learning approach can enhance students' learning outcomes in English classes. The student's learning outcomes in the second cycle demonstrate this; they received an A grade of 33%, above the learning objective/completion by 30%; a B value of 50%, matching the aim of 50%; and a C grade of 17%, well below the target of 20%.

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Project-Based Learning

Cited by 2 publications

References 0 publications

Knowledge Landscape and Trend Analysis of Project-Based Learning Education Research in the Last Decade: A CiteSpace Bibliometric Study

Knowledge Landscape and Trend Analysis of Project-Based Learning Education Research in the Last Decade: A CiteSpace Bibliometric Study

Classroom Management: Improving Students Learning Outcome through Project-Based Learning

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