Project-based learning: an analysis of cooperation and evaluation as the axes of its dynamic

Abstract

Project-based learning is an active method that develops the maximum involvement and participation of students in the learning process. It requires the teacher to energize the learning scenario by promoting the cooperation of students to investigate, make decisions and respond to the challenges of the project. It also requires activating an evaluation system that promotes awareness, reflexivity and a critical spirit, facilitating deeper learning. This case study aims to understand the functioning of cooperative work established during the application of the method, as well as to know how the evaluation process progresses in the perspective of a group of teachers of secondary education that set up this methodology in their classes. The data obtained from interviews with the teachers involved in the study, teachers’ notebooks, and open-question questionnaire applied to high-school students are analyzed. Although the students were organized in small groups in order to develop their collaborative skills, intragroup frictions and conflicts were not sufficiently addressed or supervised in time by the teachers, thus resulting in an incomplete development of the synergies and collaboration necessaries to the project. From the point of view of the evaluation, the importance of the implementation of training and shared evaluation systems is well recognized, although a more traditional evaluation model, which does not sufficiently address the project development process prevails, and the value of the qualification on the final product achieved still weights.

Impact of implementing project‐based assignment (PBA) in CDIO framework for computer numerical control application course

“…PBL strengthens engineering students' personalities as well as their cognitive skills, allowing them to boldly confront the placement proposed by Luburić et al [17]. The project‐based approach (PBA) helped the students to realize the real challenges in applying the theoretical knowledge, practically [6, 18]. The outcome of this study has elevated the students to achieve affective domain learning skills.…”

A mentorship and incubation program using project-based learning to build a professional bioinformatics pipeline in Kenya

“…The PBL increases the degree of participation of the trainees [ 26 ], as previously demonstrated through a five-week summer school [ 23 ]. Students become protagonists in the teaching–learning process and develop a more critical problem solving mindset as we challenge them to apply skills to real problems, attaching purpose and benefit to the skills acquired, thus ensuring retention [ 27 ].…”

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.…”

“…Ketiga, penggunaan PBP juga membantu meningkatkan penerimaan pembelajaran (Yang et al, 2021) kerana ia menyediakan pelajar kesedaran terhadap bahan pembelajaran dan penglibatan rakan sebaya (Almulla, 2020). Tahap penglibatan pelajar turut meningkat dan pelajar juga bekerjasama dalam menyelesaikan tugasan diberi (Agudelo & Vasco, 2019;Aldabbus, 2018;de la Torre-Neches et al, 2020). Pelajar turut membantu dan menyokong sesama ahli kumpulan (Aldabbus, 2018).…”