An investigation of teacher experiences in learning the project-based learning approach

Abstract

Project-based learning (PBL) has a positive impact on student motivation, students’ perceived learning, and performance. However, many teachers are reluctant to adopt PBL. This mixed-methods study examined in-service teachers’ learning experiences of planning and implementing PBL situated in a graduate level PBL course and sought insight into the challenges and ways to overcome the challenges in implementing PBL in practice. Results indicate that teachers’ confidence about their ability to plan and implement a PBL project improved upon completion of the course. Nevertheless, teachers cited various obstacles, such as a lack of mentoring, planning time and implementation experiences, which had prevented them from complete implementation of PBL in teaching. Possible ways to overcome the challenges in adopting PBL include school support, opportunities for experience and practice with PBL, and peer collaboration. The study also showed that a semester-long course focused on designing and developing a PBL project of teachers’ choice was effective in helping increase their confidence and experience in potential implementation of PBL in classroom practice. This study contributes to the implementation of PBL in classrooms and teacher education as well as teacher professional development on the PBL approach.

Professional development teacher to improve skills of science process and creativity of learners

“…Learners' creativity in contextual teaching and learning is observed in several stages of learning aspects of creativity that can be seen, including curiosity. Improving the science process skills of innovative learners from teachers becomes a top priority [35], [36]. Applying contextual teaching and learning methods makes positive changes in learners [37].…”

Project-Based Learning Implementation in a Participative Planning Course: Strategies, Outcomes, and Challenges

“…Group dynamics can often pose challenges in PBL settings. However, proactive strategies to address these challenges can significantly enhance team outcomes (Yang et al, 2021). The course at IKIP Siliwangi integrates team-building exercises and conflict resolution sessions, reflecting this research-based approach.…”

“…Outcomes of Project-Based Learning: Research has shown that PBL has positive impacts on student motivation, perceived learning, and performance (Yang et al, 2021). PBL interventions have been found to improve science achievement in high school chemistry and physics (Krajcik & Shin, 2022).…”

Persepsi Mahasiswa Calon Guru Matematika terhadap Pembelajaran Berbasis Proyek

“…Hasil penelitian yang diperoleh menunjukkan bahwa dengan pembelajaran berbasis proyek mahasiswa dapat lebih memahami teori, memetakan masalah, mengkontekskan teori, serta menemukan solusi. Hasil ini sejalan dengan penelitian sebelumnya yang menyatakan bahwa dengan pembelajaran berbasis proyek pengetahuan dapat dibangun serta terjadi peningkatan pemahaman (Budiarti, Macqueen, Reynolds, & Ferguson-Patrick, 2021) dan (Yang, Skelcher, & Gao, 2021).…”