Abstract:Purpose
The purpose of this study is to examine a week-long science, technology, engineering and mathematics (STEM) project-based learning (PBL) activity that integrates a new educational technology and the engineering design process to teach middle and high school students the concepts involved in rotational physics. The technology and teaching method described in this paper can be applied to a wide variety of STEM content areas.
Design/methodology/approach
As an educational technology, the dynamic and inte… Show more
“…By revealing the useful and limited aspects of PBL, information on which learning environments it is suitable for is also presented. In addition, the effect of PBL on students' science and mathematics attitudes is also discussed, and the effect of its use on students' affective characteristics is revealed with the support of the literature (Rugh, Beyette, Capraro, & Capraro, 2021). Finally, the relationship between PBL and problem-based learning, which is often difficult to distinguish from each other, is discussed.…”
In this study, it is aimed to create the use of project-based learning (PBL) technology in the vocational training of private teachers. The research was applied in the spring term of 2021–2022. The study, which was carried out with the participation of 178 special education teachers, was designed through the quantitative research model. In the study, special education teachers were given 4-week distance education and PBL training. In order to collect data in the study, the data collection tool created by the researchers who created the study was used. The findings collected from the data collection tool used in the research were added to the study in the form of tables and comments, when the results obtained are taken into consideration, it is seen that the use of PBL technology by the special education teachers is good and they will use this field in their education.
Keywords: Special education teacher, project-based learning, distance education;
“…By revealing the useful and limited aspects of PBL, information on which learning environments it is suitable for is also presented. In addition, the effect of PBL on students' science and mathematics attitudes is also discussed, and the effect of its use on students' affective characteristics is revealed with the support of the literature (Rugh, Beyette, Capraro, & Capraro, 2021). Finally, the relationship between PBL and problem-based learning, which is often difficult to distinguish from each other, is discussed.…”
In this study, it is aimed to create the use of project-based learning (PBL) technology in the vocational training of private teachers. The research was applied in the spring term of 2021–2022. The study, which was carried out with the participation of 178 special education teachers, was designed through the quantitative research model. In the study, special education teachers were given 4-week distance education and PBL training. In order to collect data in the study, the data collection tool created by the researchers who created the study was used. The findings collected from the data collection tool used in the research were added to the study in the form of tables and comments, when the results obtained are taken into consideration, it is seen that the use of PBL technology by the special education teachers is good and they will use this field in their education.
Keywords: Special education teacher, project-based learning, distance education;
“…With the intent to help students learn mathematical ideas, a team of computer science engineering researchers developed the DIME Map system (Wang, et al, 2018;Beyette, et al, 2019;Rugh, et al, 2019;Rugh, et al, 2021;). The DIME Map system automatically provides a concept map of interconnected topics and equations.…”
Section: Dime Mapsmentioning
confidence: 99%
“…The additional dynamic and interactive features, however, suggest potential to improve student learning as well (Rugh, et al, 2021). Therefore, we focused on the following research questions:…”
The Dynamic and Interactive Mathematical Expressions (DIME) Map system automatically generates DIME maps, which are personalizable and manipulable concept maps that allow students to interact with the mathematical concepts contained in any portable document format (PDF) textbook or document. A teacher can automatically upload a PDF textbook chapter and retrieve a DIME map of the contained mathematically based concepts. The DIME map is interactive and manipulable and can be used to interactively navigate the PDF textbook chapter. Our goal was to investigate the relationship between use of DIME maps and student learning outcomes, including self-efficacy and ability to understand and recall connections between physics concepts. We implemented a pretest/posttest to determine if student self-efficacy and connections in knowledge increased after participation in a summer camp physics class. We additionally conducted student interviews to better understand how changes in these two factors may have occurred. We then used multivariate analysis of variance and thematic analysis, finding and investigating positive effects of students using DIME maps, namely growth in self-efficacy and connections in knowledge. Based on our findings, we conclude that DIME maps can be valuable learning tools for students that have positive effects on both cognitive and affective learning outcomes.
“…Project-based learning can increase problem-solving skills (Kartini, Widodo, Winarno, & Astuti, 2021;Nurdianysah, & Makiyah, 2021) and student creativity (You, 2020;Ummah, In'am, & Azmi, 2019). Currently, project-based learning is being innovated with technology in a hybrid way (Rugh, Beyette, Capraro, & Capraro, 2021). Hybrid project-based learning (HPBL) is a new breakthrough to develop students' higher order thinking skills in learning (Rahardjanto, Husamah, & Fauzi, 2019;Rugh, Beyette, Capraro, & Capraro, 2021).…”
Problem solving and creativity skills are very important skills for students to face global challenges. This study aims to analyze the effect of the Hybrid project-based learning (HPBL) learning model on students' problem-solving skills and creativity. This research used a pretest-posttest non-equivalent control group design. The experiment was conducted March to October 2022. The essay test of problem-solving and creativity was applied to measure students' problem-solving skills and creativity. Data collection in this study was carried out using Google Form, Google Classroom, Google meet, and WhatsApp. Data analysis using SPSS version 23 software. The analysis of covariate (ANCOVA) analysis results showed that HPBL affected problem-solving skills and student creativity with a value of p<0.005. The least significant difference (LSD) result was significantly different in improving problem-solving skills and creativity. The HPBL class gained the highest posttest score. Therefore, HPBL could be applicable to improve problem-solving skills and student creativity.
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