Scaffolding project-based learning with the project management body of knowledge (PMBOK®)

Rooij, Shahron Williams van

doi:10.1016/j.compedu.2008.07.012

Cited by 97 publications

(48 citation statements)

References 15 publications

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“…Many studies (Baran & Maskan, 2010;Dominguez & Jaime, 2010;Johnson et al, 1998;Kaldi et al, 2011;van Rooij, 2009;Veenman et al, 2000) have illuminated the positive impacts of PBL on students' attitudes and academic achievement and, accordingly, the necessity of implementing PBL for K-12 students. PBL activities elicit more positive attitudes among students regarding actual learning, improved communication and collaboration skills, and higher levels of academic achievement in STEM disciplines.…”

Section: Discussionmentioning

confidence: 99%

“…The proposed model (see Figure 1) focused on the relationship between students' intent to pursue a STEM major and PBL as an instructional model that can influence students' interest in and outcome expectations regarding the selection of a STEM major (i.e., belief in the benefits of STEM fields). According to previous studies regarding the causal effects of PBL in STEM classes on students' interest and outcome expectations (i.e., Baran & Maskan, 2010;Domínguez & Jaime, 2010;Kaldi et al, 2011;van Rooij, 2009), students' attitudes toward instructional approaches for STEM were found to be linked with their belief in the benefits of pursuing STEM. The construct "belief in STEM benefits" was postulated as a mediator based on the SCCT literature and, in the model, was linked to students' intention to pursue a STEM major.…”

Section: Theoretical Framework and Research Questionsmentioning

confidence: 99%

“…Furthermore, PBL activities increased student self-confidence and self-efficacy (Baran & Maskan, 2010). PBL is usually designed and implemented through collaborative group work; hence, PBL has also been found to exert a positive impact on students' communication and collaboration skills (Domínguez & Jaime, 2010;Kaldi et al, 2011;van Rooij, 2009). Finally, the positive effects of PBL on students in the affective and behavioral domains influenced their academic achievement (Han, Capraro, & Capraro, 2015).…”

Section: Project-based Learning For Stemmentioning

confidence: 99%

“…Studies have examined the positive impacts of PBL on student interest in STEM disciplines (Baran & Maskan, 2010;Domínguez & Jaime, 2010;Johnson, Johnson, & Holubec, 1998;Kaldi, Filippatou, & Govaris, 2011;van Rooij, 2009;Veenman, Kenter, & Post 2000). However, no studies have investigated how PBL stimulated students' interest in STEM disciplines, which in turn, influenced their major selection.…”

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confidence: 99%

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Korean Students’ Attitudes toward STEM Project-Based Learning and Major Selection

2017

EDUC SCI-THEOR PRACT

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Citation: Han, S. (2017). Korean students' attitudes toward STEM project-based learning and major selection. AbstractThe trend of avoiding science, technology, engineering, and mathematics (STEM) majors has persisted resulting in a lack of professionals in STEM fields. Further, the current STEM education system in Korea does not meet domestic demands for STEM labor. To discover an educational approach encouraging students to choose STEM majors at the post-secondary level, the current study employed a survey instrument investigating students' attitudes toward STEM project based learning (PBL), and examined the relationships between these attitudes and intent to pursue a STEM major. A model depicting the relationships was proposed, and the structure of the model was verified using structural equation modeling. Additionally, a mediation relationship on the model was investigated and tested. Finally, the gender difference on the paths of the structural model was analyzed using multiple-group analysis. The results indicated that students who were positive toward PBL components (i.e., technology based learning, self-regulated learning, and hands-on activities) except "collaborative learning" were more likely to have the intent to pursue a STEM PBL. In addition, belief in STEM majors' benefit played a role as a mediator. The findings of this study help secondary teachers guide students through major and job selection by integrating PBL into mathematics and science classrooms.

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Section: Discussionmentioning

confidence: 99%

Section: Theoretical Framework and Research Questionsmentioning

confidence: 99%

Section: Project-based Learning For Stemmentioning

confidence: 99%

mentioning

confidence: 99%

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Korean Students’ Attitudes toward STEM Project-Based Learning and Major Selection

2017

EDUC SCI-THEOR PRACT

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“…Some publications do a comparison study. An often used method is that of Students Assessment of Learning Gains (SALG) (Seymour, Wiese, Hunter, & Daffinrud, 2000) although only one actually refers to this method (Rooij, 2009). SALG takes on several forms, the most notable are post assessment of students whether learning gains are achieved -with either a structured list or using open questions -and comparing pre-and post-selfassessments of students ability (or perceived ability).…”

Section: Measuring Added Valuementioning

confidence: 99%

Exploring Project Management Education

Nijhuis

2017

Eur. j. soc. sci. educ. res.

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The object of this paper is to explore the actual practice in project management education in the Netherlands and compare it to reference institutions and recent literature. A little over 40% of the Higher Education institutions in the Netherlands mentions PM education in programs and/or courses. A total of 264 courses, minors and programs in the Netherlands found. In reference institutions 33 courses and programs are found and 36 publications deal with actual teaching of project management in Higher Education. Comparing these sources finds traditional methods of teaching and testing, a roughly comparable focus on subjects and an unsupported high claim of learning level, while the number of credits assigned to project management is relatively small. There is a strong focus on planning without execution, which is critiqued as is the promoted Project Based Learning.

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Collaborative and role‐play strategies in software engineering learning with web 2.0 tools

Redondo

Vilas

Pazos‐Arias

et al. 2012

Comp Applic In Engineering

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Software development processes are inherently complex and require the collaboration and coordination of expert teams. The acquisition of both analysis and design competences as well as social skills should thus be the leitmotiv of courses devoted to software engineering learning. However, these aspects are often ignored and excessive importance is attached to the implementation stage. The learning framework described in this article was designed to teach students these competences and skills by means of an immersive learning experience where, working in a team, each student has to play the role of a software developer and address problems linked to requirements specification, design, and the software development process as a whole. Collaborative strategies of this kind have proven to be very successful in active learning processes, to which we have added continuous assessment mechanisms based on rubrics to provide early feedback to students. Additionally, and taking into account the characteristics of the new European Space for Higher Education, we have designed an online personal learning environment (PLE) that facilitates anytime-anywhere communications and provides a suitable social space for the exchange of information, which is crucial to the success of any teamwork effort. More specifically, we propose a learning activity based on Web 2.0 services and adapted to this particular PLE. ß

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Scaffolding project-based learning with the project management body of knowledge (PMBOK®)

Cited by 97 publications

References 15 publications

Korean Students’ Attitudes toward STEM Project-Based Learning and Major Selection

Korean Students’ Attitudes toward STEM Project-Based Learning and Major Selection

Exploring Project Management Education

Collaborative and role‐play strategies in software engineering learning with web 2.0 tools

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