An authentic learning approach to engage solid waste engineering students

Lefebvre, Olivier; Luo, Jietong

doi:10.1016/j.procs.2020.05.107

Cited by 3 publications

(2 citation statements)

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“…Project-based evaluation can improve learners' skills in leadership, communication, collaboration, and problem solving and it can involve the cognitive, affective, and psychomotor domains (Shariff, Johan, & Jamil, 2013). Project-based authentic evaluation is used to make sure that learners have understood basic concepts being taught (Keinänen, Ursin, & Nissinen, 2018;Lefebvre & Luo, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Project-Based Assessment Learning Model That Impacts Learning Achievement and Nationalism Attitudes

Wayan

Tegeh

Artanayasa

2021

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Globalization gives a negative influence on children’s nationalism. This is exacerbated by the low students’ learning achievement in the social studies education (SSE), despite the fact that one of the objectives of the SSE learning is to develop students’ potentials to be sensitive to social problems in the person, the society, the nation, and the state. This study is aimed at describing the effectiveness of the project-based assessment learning model with national insight- oriented activities on the SSE learning achievement and nationalism attitudes of primary school students. The study is quasi-experimental research with a non-equivalent pre-test post test control group design. The research population consisted of all fourth-grade students totaling to 231 in number. Sampling was done by the random sampling technique, resulting in 46 students. Data were collected using test and non-test techniques. The test instrument was a multiple-choice test and the non-test instrument was a five-scale questionnaire. Both instruments were subjected to validity and reliability testing. The data analysis technique used the MANOVA statistic with the help of the SPSS computer software. The results showed that the significance level of the MANOVA test was .000 (< .0). This means that there are significant differences both partially and simultaneously in the SSE learning achievement and nationalism attitudes between students who learn by applying the project assessment learning model and students who learn ny applying the conventional learning model. In other words, there is a positive significant effect of learning using the project-based assessment learning model oriented on nationalism-insight activities towards the students’ SSE learning achievement and nationalism attitudes.

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Section: Introductionmentioning

confidence: 99%

The Project-Based Assessment Learning Model That Impacts Learning Achievement and Nationalism Attitudes

Wayan

Tegeh

Artanayasa

2021

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“…[34]. For empirical research, existing studies have used methods such as regression analysis and random forest to verify the relationships between authentic engineering learning and student engagement [35], professional identity or learning interest [36] , student-perceived learning outcomes [37], reasonable assumptions and problem-solving abilities [32], engineering learning self-efficacy [38] and so on.…”

Section: Authentic Learning Frameworkmentioning

confidence: 99%

Measuring the Authenticity of Engineering Learning in Community of Practice: An Instrument Development and Validation

Zhang,

Wang,

王

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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Authentic engineering learning means that students learn in authentic environments with rich, real-world, immersive, and engaging tasks, which was regarded as an effective way to align engineering concepts and principles with ill-structured and complex workplace engineering problems. The purpose of this research paper is to describe the development and validation process of instruments to measure the authenticity of engineering learning. In the qualitative research stage, a thorough literature review about authentic engineering learning and qualitative interviews in some different engineering communities of practice were performed to collect and form a total of 26 original items, followed by discussions with professional engineers and engineering students were organized to clarify the statement of every item. In the quantitative research stage, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) based on the data we gathered from engineering universities or other institutions in China were conducted to explore the factor structure of authenticity in engineering learning. The results of factor analysis indicated that the instrument we developed had acceptable internal consistency (Cronbach's alpha) and could extract three sub-constructs: context authenticity, task authenticity, and impact authenticity. This study provided a new measure for engineering education researchers to deeply explore the construct of effective engineering learning environments.

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