The Negotiated Project Approach: Project-Based Learning without Leaving the Standards Behind

Mitchell, Sascha; Foulger, Teresa S.; Wetzel, Keith; Rathkey, Chris

doi:10.1007/s10643-008-0295-7

Cited by 60 publications

(38 citation statements)

References 2 publications

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“…(Theroux, 2004). Mitchell, Foulger, Wetzel & Rathkey (2009) stated that the role of teacher in not passive because he/she remains alert and constantly move in the classroom, helping them individually and collectively. The teacher students involvement revolve round the monitoring, disciplining, guiding, modeling, questioning, suggesting, encouraging, motivating and clarifying.…”

Section: Traditional Methods Of Teachingmentioning

confidence: 99%

An Experimental Study to Investigate the Effectiveness of Project-Based Learning (PBL) for Teaching Science at Elementary Level

Khaliq¹,

Alam²,

Mushtaq³

2015

IJARPED

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Information and communication technology (ICT) covers different types enabling use to receive, share and exchange information. In project-based learning (PBL), the learners remained the center of the process by engaging, collaborating and connecting himself to the real world. Teachers can explore characteristics of project-based learning and can organize the curriculum, the classroom, technology and the students for the successful 21 st century skills. This study investigated the effectiveness of project-based learning (PBL) for teaching science at elementary level. The objectives of the study were application of the project-based learning technique to teach science at elementary level and finding out the effect of project based learning on the academic achievement of the students. There was no significance difference between the mean academic achievement scores of pre-test and post-test after the treatment. The one-group pretest-posttest design was used for the present study. All grade 8 students of the Federal Government high schools of Rawalpindi and Islamabad were the population. A federal school 8th class was randomly selected for the study. This selected group was considered as experimental group. The group was pre and post tested. The experimental group was taught through project-based learning technique by the researcher. After the treatment a post test was conducted and difference of the mean academic achievement score was observed. t test was used to analyze the data and it was recommended to use PBL in classroom particularly in teaching science subjects. It is an approach that focused students and priority is given to him for learning activities. In student-centered learning, students are carefully heard, patiently listened and considerably given preference. The classroom activities are determined and developed following their interests, abilities and needs. There is a great change in teacher and pupil roles. Now teacher role has shifted from knowledge transmitter to learning facilitator, collaborator and coach. Teacher is not a primary source of information but he or she becomes a knowledge explorer, knowledge enhancer and co-learner. The learners are provided with options and assigning them responsibilities for their own learning. There is also great change in student role with the time. Now students are not silent, passive listeners of the lecture delivered by teachers, reproduce knowledge and act as a solitary person but he or she is active participant of all the teaching learning process and providing input to knowledge and sharing it with others by collaboration and mutual understanding. In learner-centered classroom activities, students often work together in small groups, and they decide between themselves what each member's respective role should be. Seeking solutions to real-life problems, gathering information, analyzing data -this is called project-based learning (PBL). There is nothing particularly new about this type of learning since good teachers have frequently incorporated pr...

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Section: Traditional Methods Of Teachingmentioning

confidence: 99%

An Experimental Study to Investigate the Effectiveness of Project-Based Learning (PBL) for Teaching Science at Elementary Level

Khaliq¹,

Alam²,

Mushtaq³

2015

IJARPED

View full text Add to dashboard Cite

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“…When teachers choose to use PjBL in their classroom, they might face certain challenges (Blumenfeld, Krajick, Marx, & Soloway, 1994;Kolodner et al, 2003;Mitchell, Foulger, Wetzel, & Rathkey;. Among these challenges are taking on the constructivist approach, adopting new instructional strategies, curriculum and selection of topic, management and design of PjBL, assessing PjBL, and the nature of collaboration.…”

Section: Challenges In Implementing Pjblmentioning

confidence: 99%

Definitions and Uses: Case Study of Teachers Implementing Project-based Learning

Tamim¹,

Grant²

2013

Interdisciplinary Journal of Problem-Based Learning

176

127

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The purpose of this descriptive study was to explore inservice teachers' definitions of project-based learning (PjBL) and their accounts on the meaning of their PjBL implementations. A purposive sample of six teachers from grades four through twelve in public and private schools participated. Three themes evolved from inductive analysis: (1) teachers define PjBL through its perceived advantages on learning, (2) teachers vary in their use of PjBL over the continuum of the learning process, and (3) teachers adopt student-centered approaches in PjBL. Interpretations and implications of the findings are also presented.

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“…Project-based learning also encourages and facilitates collaboration and cooperation among students (Mitchell, Foulger, Wetzel & Rathkey, 2009;Blumenfeld et al, 1991).…”

Section: Grounded In Project-based Learningmentioning

confidence: 99%

The Empathy Project: Using a Project-Based Learning Assignment to Increase First-Year College Students’ Comfort with Interdisciplinarity

Hutchison

2016

Interdisciplinary Journal of Problem-Based Learning

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IntroductionOur university is diverse in a number of ways, including the more traditional categories of race, ethnicity, religion, and socioeconomics. This contributes positively to students' intellectual and emotional development, and adds quality and depth to discussions in class. The University's academic and political diversity are also important assets and encourage interdisciplinary courses to truly span departments and to promote the critical thinking of our students. Part of the University's commitment to interdisciplinarity is evident in the existence of and support for the required interdisciplinary first-year course, Focused Inquiry.Focused Inquiry is a required year-long seminar-style class that develops and hones the core skills deemed necessary for success in college and beyond: critical thinking, written and oral communication, ethical reasoning, civic responsibility, quantitative reasoning, information fluency, and collaborative learning. Focused Inquiry is housed in its own department, with full-time faculty from many different disciplines. The faculty members are committed to the interdisciplinarity of the course and to teaching in a learner-centered manner.Interdisciplinarity is often a new concept for our students-one that is a recurring theme in our course-as can be seen below in a reflection on a conversation with one of my students. Empathy and interdisciplinarity are both concepts that are current and relevant-across professions, in research, and in academia. This paper describes a large, interdisciplinary, project-based assignment, the Empathy Project, which allows students to delve into and increase comfort and skill with interdisciplinary thinking and collaborative learning, while improving the core college skills of written and oral communication, ethical and quantitative reasoning, and critical thinking. As I revised the assignment based on student feedback and results, I found that group conferences and time in class to work collaboratively were beneficial. Additionally, building increased scaffolding into the assignment, including greater student and group accountability, helped students develop and maintain self-direction. Students reported that the project was interesting and challenging and appreciated the opportunity to work with other students, to create something entirely different, and to be able to bring creativity into their projects.Keywords: interdisciplinarity, active learning, pedagogy, first-year students, project-based learning, constructivism, student While our specific targeted skill set of Focused Inquiry, described previously, might not explicitly appear in the freshman curriculum at other universities, the skills are likely woven into many courses at other institutions, especially for first-year students. Thus, the experiences in this relatively small (22 students) face-to-face class could be applicable to classes at other levels and in other learning environments, as well. In Focused Inquiry, one of our core skills is collaborative learning. As I discuss furth...

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The Negotiated Project Approach: Project-Based Learning without Leaving the Standards Behind

Cited by 60 publications

References 2 publications

An Experimental Study to Investigate the Effectiveness of Project-Based Learning (PBL) for Teaching Science at Elementary Level

An Experimental Study to Investigate the Effectiveness of Project-Based Learning (PBL) for Teaching Science at Elementary Level

Definitions and Uses: Case Study of Teachers Implementing Project-based Learning

The Empathy Project: Using a Project-Based Learning Assignment to Increase First-Year College Students’ Comfort with Interdisciplinarity

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