The effect of environmental science projects on students’ environmental knowledge and science attitudes

Al‐Balushi, Sulaiman M.; Al-Aamri, Shamsa S.

doi:10.1080/10382046.2014.927167

Cited by 107 publications

(59 citation statements)

References 27 publications

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“…It is considered to be a particular type of inquiry-based learning where the context of learning is provided through authentic questions and problems within real-world practices (Al-Balushi & Al-Aamri, 2014) that lead to meaningful learning experiences (Wurdinger, Haar, Hugg & Bezon, 2007). Blumenfeld, Fishman, Krajcik, Marx and Soloway (2000), for example, described the process of projectbased science as follows:…”

Section: Project-based Learning: a Review Of The Literature Definingmentioning

confidence: 99%

Project-based learning: A review of the literature

2016

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The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Project-based learning: a review of the literature Defining characteristics of project-based learningProject-based learning is a student-centred form of instruction which is based on three constructivist principles: learning is context-specific, learners are involved actively in the learning process and they achieve their goals through social interactions and the sharing of knowledge and understanding (Cocco, 2006). It is considered to be a particular type of inquiry-based learning where the context of learning is provided through authentic questions and problems within real-world practices (Al-Balushi & Al-Aamri, 2014) that lead to meaningful learning experiences (Wurdinger, Haar, Hugg & Bezon, 2007). Blumenfeld, Fishman, Krajcik, Marx and Soloway (2000), for example, described the process of projectbased science as follows:'The presumption is that students need opportunities to construct knowledge by solving real problems through asking and refining questions, designing and conducting investigations, gathering, analysing, and interpreting information and data, drawing conclusions, and reporting findings' (p.150).Project-based learning as a form of instruction has clear connections with other pedagogical approaches, such as problem-based learning among others (Helle, Tynjälä & Olkinuora, 2006). The focus in both is for participants to achieve a shared goal through collaboration.In their engagement with a project, students can encounter problems which need to be addressed in order to construct and present the end product in response to the driving question. The main difference between the two is that, whereas students in problem-based learning are primarily focused on the process of learning, project-based learning needs to culminate in an end product (see also Blumenfeld et al., 1991). Project-based learning has also been compared with other pedagogical practices such as experiential or collaborative learning. As Helle et al. (2006) argue, project work is a collaborative form of learning as all participants need to contribute to the shared outcome and has elements of experiential learning with active reflection and conscious engagement rather than passive experiences being essential. This study focuses on a review of the relevant literature on project-based learning as defined above looking at relevant studies internationally that seek to evaluate benefits to learning. It concludes with six key recommendations considered to be essential for the successful adoption of a project-bas...

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Section: Project-based Learning: a Review Of The Literature Definingmentioning

confidence: 99%

Project-based learning: A review of the literature

2016

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“…For example, Bell defined PBL as "a student-driven, teacher-facilitated approach to learning because students pursue knowledge by asking questions that have attracted their natural curiosity" (Bell, 2010). On the other hand, "PBL is considered to be a particular type of inquiry-based learning where the context of learning is provided through authentic questions and problems within real-world practices" (Al-Balushi & Al-Aamri, 2014).…”

Section: Project Based Learningmentioning

confidence: 99%

Project Based Learning to Enhance Environmental Education through Automobile Mechanics

Vargas

Ortiz

Pueyo

et al. 2019

J Probl Based Learn

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The purpose of the chosen project was to apply the principles of Problem-based Learning (PBL) to plans for curriculum renewal reliant on project-based learning events within the Cuban Vocational Training sector. Methods: Examinations of the baseline and diagnostic assessments, lesson observations and the teaching experience of the authors revealed different perceived limitations in the initial education of Cuban skilled workers and technicians. There was a need to develop a novel approach to projects undertaken by students. Results: Six implementation phases involved students identifying problems; analyzing human and other resources needed; proposing actions involving theoretical and practical action plans; execution of plans; presentation of results. Project evaluation was proposed: A variety of assessment methods were used such as self-assessment, peer assessment and group assessment where not only the results are assessed but also the whole process and development of skills, values and attitudes. Conclusion: This curriculum renewal process reliant on PBL philosophy showcased an example of Work-integrated learning and provided insight on what can be done in terms of contributing to sustainable development at a school and community level. It involved engagement of teachers with some key elements of PBL pedagogy as an example of Automobile Mechanics Project based on the Cuban educational context. This approach ensured students acquired not only subject content knowledge but also skills and attitudes to meet complex demands in their chosen field.

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“…Most studies in this field have examined the effectiveness of PBL among a range of learning populations, starting with the early stages of education (Habok, 2015), to elementary school years (Karacalli & Korur, 2014;Hsu, Van Dyke, , Chen,& Smith, 2015), high school (Barak &Asad, 2012;Al-Balushi & Al-Aamri, 2014), and higher education, particularly within the framework of engineering studies (Ruikar & Demian, 2013;Fernandes, Mesquita, Flores, & Lima, 2014).…”

Section: Previous Research In the Pbl Fieldmentioning

confidence: 99%