The Industrial Project Method in French Industry and in French Schools

137

The main goals of this study were to look after the technological knowledge construction process by high-school high-achievers, and their ability to design and implement solutions for technological problems. More specifically, we examine the contribution of Project-based-learning (PBL), as pedagogical means for supporting the students' knowledge acquisition and problem-solving process. The findings show a significant increase in formal knowledge as measured by standardized matriculation exams; an expansion in the scope of technological knowledge acquired and implemented, and in the scope of knowledge resources utilized for the projects; a high level of overall performance as regards to the set of design skills studied; a positive change in attitude towards technology and technological studies; the emergence of consistent design styles by individuals and groups along their work in the projects.Keywords Project-based learning AE Design learning AE Design styles AE Technological knowledge AE High-achieversThe number of high-school students who choose to learn technological education is decreasing consistently in many countries, including Israel. Moreover, most of the students in technology education tracks belong to the mid and low achievers amongst the high-school population. Both aspects-the decrease in number of students and the reticence of high achievers to learn technology-stand in contradiction with the demand imposed by the massive integration of current technologies in all areas of life (e.g., economy, security, health treatments and services, leisure culture, quality of life in general), for more technologically literate and knowledgeable citizens in one hand, and more professionally-trained human resources in the other. The actual challenge is therefore twofold: to ensure the acquisition of an appropriate technological knowledge base by the population at large, and at the same time to attract high-achievers to high-quality technological studies.The study presented in this paper focuses on the second challenge, namely, the planning and implementation of technological studies for high-school high-achievers who learn in comprehensive schools (not in specialized technology-education programs). The main goals of the study were to examine the technological knowledge construction process by these students, and their ability to design and implement solutions for technological problems. More specifically, we examine the contribution of Project-based-learning (PBL), as pedagogical means for supporting the students' knowledge acquisition and problem-solving process.

Section: Cognitive Aspects Of Technological Problem-solving (Tps)mentioning

confidence: 99%

Section: Cognitive Aspects Of Technological Problem-solving (Tps)mentioning

confidence: 99%

The contribution of Project-based-learning to high-achievers’ acquisition of technological knowledge and skills

Mioduser

Betzer²

2007

137

“…As Frank et al (2003) stated that this guidance has not to be understood as transmitting new materials and facts to students, but to be understood as arising students' motivation to succeed, teaching how to learn and how to construct knowledge. After a survey in French schools about project work Ginestié (2002), found out that teachers spent most of time for guidance and He concluded that it is not really efficient in respect of building effective learning. Because it doesn't give any chance to students to overcome challenge confronted in learning process.…”

Section: Resultsmentioning

confidence: 99%

An exploratory study on the perspectives of prospective computer teachers following project-based learning

Karaman

Çelik

2007

This study investigates perceptions of 29 prospective teachers about a course based on Project-Based Learning (PBL) approach. The course, 'Authoring Languages in PC Environment (B-320)' lasted in 14 weeks in fall semester of [2004][2005]. In this course each prospective teacher carried out a project that requires designing and developing courseware individually. This study is qualitative in nature and data were collected through an open ended questionnaire composed of seven items and analyzed by content analysis technique. The results show that prospective teachers found PBL as an effective way of learning. It also suggests that when efficient guidance about technical issues and time management is provided, PBL approach can be successfully implemented in computer related courses such as programming language and web designing.

“…In schools, technology activities are often presented as practical problem-solving activities where students develop ideas and technological solutions collaboratively. This approach has emerged as central to technology education in providing contexts for learning that reflect the authentic process of developing technological solutions (Blomdahl and Rogala 2008;Ginestié 2002;Hill 1998).…”

Section: Technology Knowledgementioning

confidence: 99%

Teacher’s didactical moves in the technology classroom

Svensson

Johansen

2017

In the technology classroom, practical problem-solving activities require interaction between teacher and students. To explore these interactions, we use Joint Action Theory of Didactics (JATD). Joint actions occur within a didactical system where teacher, students and content are understood as an undividable whole. Of particular interest is how the teacher interacts with students and the milieu: the objects, processes and concepts needed to solve the problem. We regard this combination of the students and milieu (the student-milieu) as a unit with which the teacher interacts. Creating joint action relies on joint attention, joint affordances and common ground. Moreover, we use the concept didactical moves to describe how the teacher facilitates joint action to create opportunities for students to interact with the milieu. We analyse video-recorded observations of a group of students, aged 14, who are working with a practical problem, building a bridge model. Our results indicate that the teacher's didactical moves attempt to achieve an integration of students' procedural and conceptual understanding. However, the teacher overlooks the need to establish common ground related to certain aspects of the milieu, and there are few joint affordances in relation to central concepts among the students. We argue that JATD is appropriate when analysing and reflecting on practical problem solving and teachers' strategies for handling interactions with the student-milieu.