A cultural perspective to project-based learning and the cultivation of innovative thinking

Barak, Miri; Yuan, Shiran

doi:10.1016/j.tsc.2020.100766

Cited by 65 publications

(39 citation statements)

References 24 publications

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“…Its importance is driven from the need to cultivate innovation among engineering students, as innovativeness is a required competence in today's global economy (Barak and Usher 2020;Violante and Vezzetti 2017). Innovation is thought of as a necessary skill that can be studied and developed (Barak and Yuan 2021;Gilmartin et al 2019;Ferguson et al 2017;Silva, Henriques, and Carvalho 2009). Hence, the assessment scale, presented in this study, can be used as an instructional tool, allowing lecturers to mediate and assess innovation as an integral part of a regular course.…”

Section: Discussionmentioning

confidence: 99%

“…Programs on entrepreneurship and innovation target technology-minded students who seek to develop ideas into start-ups. These important programs actively engage engineering students in promoting and transferring innovations, establishing relationships with the industry, and assisting with patent management (Barak and Yuan 2021;Silva, Henriques, and Carvalho 2009). However, in many cases, courses that specialise in entrepreneurship are detached from content specific courses, and some do not reach their expected outcomes.…”

Section: Innovation In Engineering Educationmentioning

confidence: 99%

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The innovation level of engineering students’ team projects in hybrid and MOOC environments

Barak

Usher

2021

European Journal of Engineering Education

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The study goal was to assess the innovation level of engineering students' team projects and to examine the relationships between project innovation and team heterogeneity in two online environments. Applying a two-stage mixed methods research design, the qualitative and quantitative data were obtained by interviews with experts in engineering education followed by a multilayered analysis of students' projects. The study included 190 engineering students who studied the same course, half via a hybrid approach and half via a massive open online course (MOOC). Findings identified innovation type, product necessity, STEM interdisciplinary, and market readiness, as central constructs for assessing the innovation level of students' projects. The Hybrid group received higher scores for innovation type, as they created projects with a potential for radical innovation. Project innovation was positively correlated with team heterogeneity in academic discipline and academic level; heterogeneity in native language was identified as a hindering factor.

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Section: Discussionmentioning

confidence: 99%

Section: Innovation In Engineering Educationmentioning

confidence: 99%

The innovation level of engineering students’ team projects in hybrid and MOOC environments

Barak

Usher

2021

European Journal of Engineering Education

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“…To make the student have more ideas, the teacher must have innovative ways. The innovative way uses interesting media or technological facilities (Barak & Yuan, 2021;Sivarajah, Curci, Johnson, Lam, Lee, & Richardson, 2019). This interesting media can support the students in getting more ideas by looking at the video or picture represented in the media.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Schoology on the Students’ Writing Interest

Apriliani

2020

IEE Ind. J. Eng. Edu.

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This research aimed to determine the effect of using Schoology as learning media on students’ writing interest. The research was done in a 2x2 experimental design with experimental and control classes selected as participants using purposive random sampling. The two groups had the same writing ability but received different learning media treatments, Picture Series for the control class, and Schoology for the experimental class. The Tukey’s test results showed that qobtain between columns A1 and A2(3.46) was higher than qtable (2.92) proving that using Schoology in teaching writing was significantly different from Picture Series. On the other hand, qobtain between cells A1B1and A2B1(4.47) was higher than qtable (3.08) proving that using Schoology differed significantly from Picture Series in teaching writing for students who had high interest. Then qobtain between cells A1B2and A2B2(0.41) was lower than qtable (3.08) proving that using Schoology did not differ significantly from Picture Series in teaching writing for students who had low interest. This study concludes that learning writing skills using Schoology affects students' levels of learning interests. Schoology, therefore, could be an alternative learning media platform for teaching and learning writing skills.ABSTRAKPenelitian ini bertujuan untuk mengetahui pengaruh penggunaan media pembelajaran Schoology terhadap minat menulis siswa. Penelitian dilakukan dalam rancangan eksperimen 2x2 dengan kelas eksperimen dan kelas kontrol dipilih sebagai partisipan dengan menggunakan purposive random sampling. Kedua kelompok memiliki kemampuan menulis yang sama tetapi mendapat perlakuan media pembelajaran yang berbeda yaitu Picture Series untuk kelas kontrol dan Schoology untuk kelas eksperimen. Hasil uji Tukey menunjukkan bahwa qobtain antara kolom A1 dan A2 (3,46) lebih tinggi dari qtabel (2,92) yang membuktikan bahwa penggunaan Schoology dalam pengajaran menulis berbeda secara signifikan dengan Picture Series. Di sisi lain, qobtain antara sel A1B1 dan A2B1 (4,47) lebih tinggi dari qtabel (3,08) membuktikan bahwa penggunaan Schoology berbeda secara signifikan dengan Picture Series dalam pengajaran menulis untuk siswa yang memiliki minat tinggi. Kemudian qobtain antara sel A1B2 dan A2B2 (0.41) lebih rendah dari qtabel (3.08) membuktikan bahwa penggunaan Schoology tidak berbeda secara signifikan dengan Picture Series dalam pembelajaran menulis untuk siswa yang memiliki minat rendah. Penelitian ini menyimpulkan bahwa pembelajaran keterampilan menulis menggunakan Schoology berpengaruh terhadap tingkat minat belajar siswa. Oleh karena itu, Schoology dapat menjadi platform media pembelajaran alternatif untuk pembelajaran keterampilan menulis.

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“…Important aspects of science learning include instructional learning that supports data-based reasoning and arguments (Piaw & Don, 2014), data analysis and its application in real life (Farrokhnia et al, 2019). This learning aspect helps students understand the concept of science so that in the end students are able to achieve learning goals (Barak & Yuan, 2021) and there is a process of transfer of knowledge (Farrokhnia et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…21 st century learning emphasizes the importance of providing opportunities for students to think and act like a scientist in a project-based learning model (PBL) (Ricaurte & Viloria, 2020). PBL is one of the learning models used during the online learning process because it is able to create meaningful learning for students (Barak & Yuan, 2021;Tinenti, 2018). It improves students' thinking skills and cooperation in solving problems (Guo et al, 2020;Masrifah et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of PBL Assisted by EBM to Increase Students' Conceptual Understanding

Nesi¹,

Purwaningsih

2019

JPF

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Conceptual understanding involves students' abilities in the aspects of translation, interpretation, and extrapolation. A way to increase conceptual understanding is to use excel-based modeling (EBM). However, the use of excel-based modeling (EBM) has not been applied in physics learning at the junior high school level. This study aims to test the effectiveness of project-based learning assisted by excel-based modeling to increase students' conceptual understanding of wave material. The sample of this study were students of class VIII-1 junior high school who were selected using the purposive sampling technique. This study used a one-group pretest-posttest design. Research data determine the effectiveness of using excel-based modeling using a pretest and posttest in the form of 7 identical essay questions. The data obtained were analyzed using a paired-sample T-test. After the treatment, data on the increase in the value of each indicator of concept understanding were obtained, namely 91.18 (translation), 86.65 (interpretation), and 83.09 (extrapolation). In the end, excel-based modeling is quite effective in improving students' understanding of concepts. Keywords: Conceptual Understanding, Excel-based Modelling, Project-based Learning

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A cultural perspective to project-based learning and the cultivation of innovative thinking

Cited by 65 publications

References 24 publications

The innovation level of engineering students’ team projects in hybrid and MOOC environments

The innovation level of engineering students’ team projects in hybrid and MOOC environments

The Effect of Schoology on the Students’ Writing Interest

The Effectiveness of PBL Assisted by EBM to Increase Students' Conceptual Understanding

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