Scaffolding interdisciplinary project-based learning: a case study

MacLeod, Miles Alexander James; Veen, Jan van der

doi:10.1080/03043797.2019.1646210

Cited by 75 publications

(59 citation statements)

References 13 publications

(15 reference statements)

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“…Among such alternatives, for university students, active and interdisciplinary project-based learning, where students lead and develop a final project, has been proven useful ( 43 , 44 ), as it promotes critical thinking, practical application of knowledge ( 45 ), and problem-solving skills ( 46 ). Its implementation in the training of health professionals on mental disorders is recent, however it has proven to effectively foster professional skills ( 47 ) and a comprehensive and inclusive understanding of the different social processes involved in mental health outcomes and care ( 48 – 50 ).…”

Section: Introductionmentioning

confidence: 99%

Controlled Study of the Impact of a Virtual Program to Reduce Stigma Among University Students Toward People With Mental Disorders

2021

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Stigma toward mental disorders is one of today's most pressing global issues. The Covid-19 pandemic has exacerbated the barriers to social inclusion faced by individuals with mental disorders. Concurrently, stigma reduction interventions, especially those aimed at university students, have been more difficult to implement given social distancing and campus closures. As a result, alternative delivery for programs contributing to stigma reduction is required, such as online implementation. This paper reports the results of a controlled study focused on an online multi-component program on reducing stigma toward mental illness that included project-based learning, clinical simulations with standardized patients and E-Contact with real patients. A total of 40 undergraduate students from the Universidad del Desarrollo in Santiago, Chile, participated in the study. They were randomly divided between an intervention and control group. The intervention group participated in the online multi-component program, while the control group participated in an online educational program on cardiovascular health. We assessed the impact of the program by using the validated Spanish-language versions of the Attribution Questionnaire AQ-27 and the Questionnaire on Student Attitudes toward Schizophrenia with both groups, before and after the intervention. In addition, an ad hoc Likert scale ranging from 0 to 5 was used with the intervention group in order to assess the learning strategies implemented. Following the intervention, the participants belonging to the intervention group displayed significantly lower levels of stereotypes, perception of dangerousness, and global score toward people with schizophrenia (p < 0.001). In addition, participants presented lower levels of dangerousness-fear, avoidance, coercion, lack of solidarity, and global score (p < 0.001). The control group displayed no statistically significant differences in the level of stigma before and after the evaluation, for all of the items assessed. Finally, the overall assessment of each of the components of the program was highly positive. In conclusion, the study shows that online programs can contribute to reducing stigma toward mental disorders. The program assessed in this study had a positive impact on all the dimensions of stigma and all of the components of the program itself were positively evaluated by the participants.

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Section: Introductionmentioning

confidence: 99%

Controlled Study of the Impact of a Virtual Program to Reduce Stigma Among University Students Toward People With Mental Disorders

2021

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“…Providing students with authentic learning opportunities, though the collaborative learning projects only a short-term program, this study has shown that students can enhance and act on their motivation (Kato, 2016). The results of the study prove that problems in the context of interdisciplinary learning are fundamental and interdisciplinary research in the form of project-based learning has proven successful (MacLeod & van der Veen, 2020). Students from various disciplines (from Mathematics, Civil Engineering, and Industrial Management & Engineering) jointly design solutions for traffic.…”

Section: Resultsmentioning

confidence: 70%

Hots-Oriented Learning Language Learning, Project-Based in the 21st Century Learning Context

Siagian¹,

Iskandar²

2020

IJLECR

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Changes in time that cannot be undone require changes in society and the system. The change in curriculum is also carried out because of an increasingly competitive future. Students of genertion Z who are born spoiled will be increasingly difficult to live, difficult, resolved, find alternatives, and compete in the global world if not prepared from the bench of education. This paper explains how students are prepared not only able to think alone, but are able to develop critical thinking skills through language improvement so that they are ready to face the world of work. Project-based learning stages with a focus on 21st century competency training. Through Indonesian language learning students can become students who have learning and innovation skills, career, and digital literacy. In addition, 21st century learning trains communicative, collaborative abilities, and the use of cellular technology. Students are also taught to be able to apply the knowledge gained, be able to do what can be used in their lives, and be able to find solutions not only for academic needs but also useful in their lives. Through language learning students are prepared to become individuals who not only have knowledge, but also skills that can be utilized in future life and careers. Besides being a person who has the traits that can be used to survive in the industrial era 4.0.

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“…Meta-Theme 3). 70,71 SL frames the learning process as a socialization process where students acquire knowledge and expertise through "legitimate peripheral participation", the process of apprenticing someone or some group and learning how to think and behave like those in the same community. This is related to the frequency which students can interact with SynBio educators and synthetic biologists actively researching and working in the field (cf.…”

Section: Design Principle 3: Learning Progressions (Lps)mentioning

confidence: 99%

Challenges in Undergraduate Synthetic Biology Training: Insights from a Canadian iGEM Student Perspective

Diep¹,

Boucinha

Yeung

et al. 2020

Preprint

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The last two decades have seen vigorous activity in synthetic biology research and ever-increasing applications of synthetic biology technologies. However, pedagogical research on synthetic biology is scarce, especially when compared to some scientific and engineering disciplines. Within Canada, there are only three universities that formally teach synthetic biology programs; two of which are at the undergraduate level. Many Canadian undergraduate students are instead introduced to synthetic biology through participation in the annual International Genetically Engineered Machine (iGEM) competition where they work in design teams to conceive of and execute a synthetic biology project that they present at an international jamboree. We surveyed the Canadian landscape of synthetic biology education through the experience of students from the Canadian iGEM teams of 2019. Using a thematic codebook analysis, we gathered insights to generate recommendations that could empower future iGEM team operations and inform educators about best practices in teaching undergraduate synthetic biology.

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Scaffolding interdisciplinary project-based learning: a case study

Cited by 75 publications

References 13 publications

Controlled Study of the Impact of a Virtual Program to Reduce Stigma Among University Students Toward People With Mental Disorders

Controlled Study of the Impact of a Virtual Program to Reduce Stigma Among University Students Toward People With Mental Disorders

Hots-Oriented Learning Language Learning, Project-Based in the 21st Century Learning Context

Challenges in Undergraduate Synthetic Biology Training: Insights from a Canadian iGEM Student Perspective

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