Project-Based Learning for the 21st Century: Skills for the Future

Bell, Stephanie W.

doi:10.1080/00098650903505415

Cited by 1,531 publications

(1,325 citation statements)

References 2 publications

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“…This is in accordance with previous researches where project-based models can make students creative (Bjorner, Kofoed, & Pederson, 2012;Husamah, 2015), give clear and better understanding (Treacy, 2011), make the students get involved because the learning activity is centered on students (Bell, 2010) and enable the students to relate the practicum with daily life (Eskrootchi and Oskrochi, 2010;Yilmaz dan Cavas, 2007;and Nuswowati &Taufiq, 2015).…”

Section: Creative Thinking Skill Testsupporting

confidence: 89%

“…The main purpose this learning is to enable students to practice what they learn by integrating theory and practice. Furthermore, students can develop their creative thinking skills to solve life and environmental challenges later (Yilmaz and Cavas, 2007;Holubova, 2008;Yalcin, Turgut, and Büyükkasap, 2009;Bell, 2010;Eskrootchi and Oskrochi, 2010;Treacy, 2011;Bjorner, Kofoed and Pederson, 2012;Lou et al, 2012;Hsieh, Lou and Shih, 2013;Robinson, 2013;and Husamah, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Profile of Students' Creative Thinking Skills on Quantitative Project-Based Protein Testing using Local Materials

Sari

Permanasari

Supriyanti

2017

JPII

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The purpose of this study is to obtain a profile of students' creative thinking skills on quantitative project-based protein testing using local materials. Implementation of the research is using quasi-experimental method pre-test post-test control group design with 40 students involved in Biochemistry lab. The research instrument is pre-test and post-test using creative thinking skills in the form of description and students' questionnaire. The analysis was performed with SPSS 22.0 program to see the significance normality, U Mann-Whitney test for nonparametric statistics, N-Gain score, and the percentage of student responses to the practicum performed. The research result shows that the pretest rate in the experimental group is 8.25 while in the control group is 6.90. After attending a project-based practicum with local materials, the experimental group obtained the mean of posttest is 37.55 while in control class is 11.18. The students' improvement on creative thinking skills can be seen from the average of NGain in the experimental class with 0.32 (medium category) and in the control category with 0.05 (low category). The experimental and control class have different creative thinking skills significantly different fluency, flexibility, novelty, and detail. It can be concluded that quantitative project-based protein testing using local materials can improve students' creative thinking skills. 71% of total students feel that quantitative project-based protein testing using local materials make them more creative in doing a practicum in the laboratory.

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Section: Creative Thinking Skill Testsupporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

Profile of Students' Creative Thinking Skills on Quantitative Project-Based Protein Testing using Local Materials

Sari

Permanasari

Supriyanti

2017

JPII

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“…Se trata de un ejemplo más de que la incorporación de las Tecnologías de la Información y la Comunicación (TIC) a la sociedad y a la vida de las personas conlleva cambios importantes en la ecología del aprendizaje (Coll, 2013b), entendida los estudiantes compartirán con una audiencia (Bell, 2010). Podríamos sintetizar el proceso del ABP en cuatro fases: 1) delimitar la pregunta de investigación; 2) definir y llevar a cabo el proceso de indagación; 3) crear el proyecto para mostrar y compartir lo aprendido; y 4) presentar el proyecto a una audiencia real (Bell, 2010).…”

Section: Popplet: Una Herramienta Tic Para La Creación De Mapas Mentalesunclassified

“…Podríamos sintetizar el proceso del ABP en cuatro fases: 1) delimitar la pregunta de investigación; 2) definir y llevar a cabo el proceso de indagación; 3) crear el proyecto para mostrar y compartir lo aprendido; y 4) presentar el proyecto a una audiencia real (Bell, 2010). La principal dificultad reside en los problemas de operatividad que encuentran muchos docentes y escuelas al implementar esta metodología.…”

Section: Popplet: Una Herramienta Tic Para La Creación De Mapas Mentalesunclassified

Driving maps: The use of mind maps to guide Project Based Learning through Design thinking

Arrausi

Ribosa

2017

grafica

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ESSAY Driving maps: El uso de mapas mentales para orientar el Aprendizaje Basado en Proyectos a través del Design thinkingResumen El presente ensayo parte de la necesidad de dar operatividad al Aprendizaje Basado en Proyectos para su implementación en educación formal. Para lograrlo, proponemos la aplicación del Design thinking y el uso de los mapas mentales -creados con la herramienta Popplet-, que actuarían como orientadores de la actividad proyectual. Los mapas dibujan la cartografía del proyecto y actúan como un organismo vivo que se construye y reconstruye a medida que se desarrolla el proyecto. El mapa mental es la mesa de operaciones donde los aprendices organizan, dialogan, contrastan, reflexionan, generan ideas, valoran alternativas e interaccionan unos con otros buscando construir significados conjuntos.Palabras Clave Mapa mental; aprendizaje basado en proyectos; design thinking; educación secundaria; sistemas externos de representación Driving maps: The use of mind maps to guide Project Based Learning through Design thinking AbstRAct This essay stems from the need to make Project Based Learning operative for its implementation in formal education. With this aim, we suggest the application of Design thinking and the use of mind maps -created with Popplet-, which would act as a guide for the project activity. Mind maps draw the mapping of the project and act as a living organism that is constructed and reconstructed as the project is carried out. The mind map becomes the place where learners organize, negotiate, contrast, reflect and generate ideas, assess alternatives and interact with others seeking to construct joint meaning.

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“…Students are emphasized to experiment with various variations on independent variables and dependent variables. Teachers/lecturers use an inquiry learning model where students are stressed to try and find themselves based on the scientific methods [11] states that teachers/lecturers can use his teaching style combined with the results of research in learning. Teachers are not enough to simply transfer knowledge to students but engage them in building new knowledge.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Project Based Learning on Empowerment Critical Thinking Skill toward Preservice Teacher on Primary Teacher Education Program

Suryandari¹,

Sajidan²,

Budi³

et al. 2017

Proceedings of the International Conference on Teacher Training and Education 2017 (ICTTE 2017)

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The aims of the research to empirically test of empowerment critical thinking skills toward preservice teacher through Project Based Learning (PjBL) in Primary Teacher Education Programs. The research was done by quasi experimental (Research Based Learning) and comparison (traditional instruction) groups. The research was conducted in the second-semester student in a primary teacher education program. The students have taken the course of basic concept science. Critical thinking was developed by the preservice teacher in the primary teacher. Quantitative data were obtained via the pre/post-test, treatment-control groups test model. Data were analyzed through descriptive statistics and independent sample ttests. The result shows critical thinking effectively applied on PjBL group. Implications future of the research uses more representative samples to avoid bias.

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Project-Based Learning for the 21st Century: Skills for the Future

Cited by 1,531 publications

References 2 publications

Profile of Students' Creative Thinking Skills on Quantitative Project-Based Protein Testing using Local Materials

Profile of Students' Creative Thinking Skills on Quantitative Project-Based Protein Testing using Local Materials

Driving maps: The use of mind maps to guide Project Based Learning through Design thinking

Effectiveness of Project Based Learning on Empowerment Critical Thinking Skill toward Preservice Teacher on Primary Teacher Education Program

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