A case study of student development across project-based learning units in middle school chemistry

Zhao, Yong; Lei, Wang

doi:10.1186/s43031-021-00045-8

Cited by 21 publications

(22 citation statements)

References 65 publications

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“…Project based learning or can be abbreviated as PjBL is an innovative learning model centered on students (student centered) with teachers as facilitators, so as to make students more active during the learning process and can strengthen the four dimensions of Pancasila student profiles in natural science learning, which includes critical reasoning dimension, creative, independent, and mutual assistance dimension. This is in line with research conducted by Zhao & Wang (2022) through qualitative analysis found that in PjBL, students show more critical reasoning competencies, learning motivation, mutual assistance, the use of scientific practices, problem solving, creativity, environmental awareness, and perseverance in self study.…”

Section: Project Based Learning To Strenghten Pancasila Student Pofilessupporting

confidence: 91%

Pancasila Student Profiles in Science Lessons and Potential for Strengthening by Developing PjBL-Based E-Modules

2022

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This study aims to find out class VII students’ profiles of Pancasila abilities of MTs SA Miftahul Huda Bumijawa. The dimensions of the meticulous Pancasila student profiles include four dimensions, namely critical reasoning, creativity, mutual cooperation, and independence. This type of research is a qualitative descriptive. Data collection instrument were observation and interview guidelines. Based on research data, the results showed that the ability of students to the Pancasila student profiles were still very low. 70% of students were in category of very low and another 30% were in category of low on the critical reasoning dimension. 57% of the students were in category of very low and another 43% were in category of low on the independent dimension. Overall students where in category of very low on the dimensions creative and mutual cooperation dimensions. It indicates that the applied learning media and learning models have not been able to strengthen Pancasila student profiles. The Integrated Science learning process still uses conventional methods and rarely does practicum or projects. The media used is still limited to textual. One of the potential solutions in order to strengthen the Pancasila student profiles are to develop an e-module based PjBL.

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Section: Project Based Learning To Strenghten Pancasila Student Pofilessupporting

confidence: 91%

Pancasila Student Profiles in Science Lessons and Potential for Strengthening by Developing PjBL-Based E-Modules

2022

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“…Alternatively, it will positively impact students' CTS and PSS (Su, 2020;Turiman et al, 2012). These findings are relevant to the research findings by Zhao and Wang (2022), Yusuf andAdeoye (2012), andValdez andBungihan (2019), which proved that project-based learning is effective in increasing curiosity, confidence, and problem-solving skills needed by individuals to face everyday life problems and be active and survive in a global society. In addition, students with high CTS and PSS are believed to be ready to face global challenges, compete in the era of globalization, and become problem solvers in their lives and society (Patonah et al, 2021;Tiruneh et al, 2018).…”

Section: Discussionsupporting

confidence: 56%

Improving pre-service chemistry teachers’ critical thinking and problem-solving skills using project-based learning

Wahyudiati¹,

Irwanto

Ningrat³

2022

WJET

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Studies confirmed that students’ critical thinking skills (CTS) and their problem-solving skills (PSS) tend to be low. Thus, this quantitative study aims to improve students’ CTS and PSS using Project-Based Learning (PjBL). In a quasi-experimental design, a total of 50 pre-service chemistry teachers from a public university in Indonesia were recruited as participants. To collect data, the Critical Thinking Skills Test (CTST) and the Problem-Solving Skills Test (PSST) were pre- and post-tested. Paired and independent samples t-tests and Cohen’s d were executed to explain the difference in CTS and PSS scores before and after treatment. The results indicated that there was a significant increase from pre- to post-test in terms of CTS and PSS scores. In addition, there is a significant difference in the CTS and PSS scores between the two groups in favor of the experimental group. It can be concluded that PjBL is an effective method to promote CTS and PSS in the General Chemistry course. As a powerful method, we recommend that lecturers implement PjBL to promote CTS and PSS as an alternative to online learning during the COVID-19 pandemic. Keywords: Critical thinking, pre-service teachers, problem-solving skills, project-based learning, general chemistry

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“…As a prominent inquiry‐based learning approach, PBL has received wide attention in science education as an instructional approach to designing optimal learning environments (e.g., Craig & Marshall, 2019; Haas et al, 2021; Han et al, 2015; Schneider et al, 2022; Zhao & Wang, 2022). In addition to the above features, PBL also encompasses the aim of including sustainable and coherent features to support students' science proficiency development (e.g., Fortus et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…In addition to the above features, PBL also encompasses the aim of including sustainable and coherent features to support students' science proficiency development (e.g., Fortus et al, 2015). A coherent PBL curriculum can support students in gaining science proficiency (e.g., Zhao & Wang, 2022). However, most existing studies examine the effects of PBL interventions through a single PBL unit, using pre‐ and post‐tests before and after the interventions (e.g., Craig & Marshall, 2019; Han et al, 2015; Harris et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Predicting student science achievement using post‐unit assessment performances in a coherent high school chemistry project‐based learning system

Chen

Touitou

et al. 2022

J Res Sci Teach

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Student science proficiency development demands sustainable and coherent learning environment support. Scholars argue that project‐based learning (PBL) is an efficient approach to promoting student science learning, compared to conventional instructions. Yet, few studies have delved into the learning process to explore how a coherent PBL system consisting of curriculum, instruction, assessment, and professional learning promotes student learning. To address the gap, this study investigated whether students' science proficiency on the three post‐unit assessments predicted their achievement on a third‐party‐designed end‐of‐year summative science test in a coherent high school chemistry PBL system aligned with the recent US science standards. The study employed a cluster randomized experimental design to test an intervention using our PBL system and only used data from the treatment group. The sample consisted of 1344 treatment students who participated in our PBL intervention and underwent the pretest and end‐of‐year summative test. Students' responses to the three post‐unit assessments were selected and rated to indicate their science proficiency. Two‐level hierarchical linear models were employed to explore the effects of students' performances of three post‐unit assessments on their end‐of‐year summative achievement, considering and controlling for student prior knowledge (i.e., pretest and prior post‐unit assessments). This study suggests two main findings. First, students' science proficiency in the three units could cumulatively and individually predict their summative science achievement. Second, students' performances on the two types of tasks (i.e., developing and using models) in the three post‐unit assessments could also be used to predict their summative science achievement. This research contributes to the field by showing that a coherent standards‐aligned PBL system can significantly and sustainably impact student science proficiency development.

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A case study of student development across project-based learning units in middle school chemistry

Cited by 21 publications

References 65 publications

Pancasila Student Profiles in Science Lessons and Potential for Strengthening by Developing PjBL-Based E-Modules

Pancasila Student Profiles in Science Lessons and Potential for Strengthening by Developing PjBL-Based E-Modules

Improving pre-service chemistry teachers’ critical thinking and problem-solving skills using project-based learning

Predicting student science achievement using post‐unit assessment performances in a coherent high school chemistry project‐based learning system

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