Assessment of the "project-based learning" strategy

Rodríguez‐Sandoval, Eduardo; Vargas-Solano, Édgar Mauricio; Luna-Cortés, Janeth

doi:10.5294/edu.2010.13.1.1

Cited by 29 publications

(9 citation statements)

References 18 publications

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“…In terms of competencies, our results are supported by various researchers, who have demonstrated that working in groups gives students the opportunity to develop general competencies (GCs) by solving individual problems and developing their own knowledge construction through improving their ability to analyse, synthesize, and manage information [68]in short, stimulating their capacity to learn, plan, and develop scientific thinking [41,69].…”

Section: Discussionsupporting

confidence: 63%

“…With respect to intellectual tools, these include developing effective learning strategies, such as problem-solving, planning, and learner autonomy while learning to research a topic [16,35], and cross-cutting skills transferable to new situations or other academic subject areas [36][37][38]. In terms of perception of learning, project-based approaches have been found to increase motivation, develop competencies and content knowledge [39,40], enhance students' perception of their learning progress [37,41], improve group work skills, promote positive attitudes towards investing effort and interest, and develop oral skills for presenting the results of their work [39]. In addition, the competencies gained are retained for longer [42], the activation of prior knowledge is facilitated, students' abilities for working autonomously and finding reliable sources of information are improved, and their critical reasoning develops, along with their social interaction and self-cognition skills [43,44].…”

Section: Literature Reviewmentioning

confidence: 99%

“…In the last few decades, the approach has shown itself to be especially effective applied to degrees in Education [37,38,45,[47][48][49][50], as well as Psychology [51], Sports Science [52], and Educational Psychology [53]. Among the positive outcomes associated with PBL methodology, teachers and students have reported high degrees of acquisition of competencies, increased motivation, an appreciation of constructive learning environments [23,37,40,54], and a better perception of the learning process [41].…”

Section: Literature Reviewmentioning

confidence: 99%

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Project-Based Learning and the Acquisition of Competencies and Knowledge Transfer in Higher Education

et al. 2020

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The aim of this paper is to contribute to the body of knowledge about project-based learning (PBL) methodology in higher education by describing and analysing interrelations between competencies, and their contribution to knowledge transfer (KT) and students’ rating of the project. The sample consisted of 464 students from the Universities of Huelva (N = 347; 74.8%) and Murcia (N = 117; 25.2%), enrolled in the second year of a degree in either Infant or Primary Education. Data was collected through a self-administered questionnaire comprising a total of 53 items measuring general, specific, and transversal competencies, as well as students’ rating of the project. Competencies were selected from the course programmes for the degrees in Infant and Primary Education. Preliminary results showed that competencies were moderately to highly acquired after PBL, and that students reported notable KT as well as a positive assessment of the project. KT showed a high degree of association with students’ ratings and was established as a key factor in learning and learner satisfaction in higher education.

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Section: Discussionsupporting

confidence: 63%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Project-Based Learning and the Acquisition of Competencies and Knowledge Transfer in Higher Education

et al. 2020

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“…Traditionally, and today, the teaching methods that predominate in schools are based on a limited practical applicability of knowledge and a pre-eminence of rote learning [25]. Thus, students are faced with fictional situations designed by the teacher that often differ from real situations [26]. Furthermore, the education system often pays more attention to the results achieved by students, without worrying about the mental processes they have used to assimilate information and/or whether there is a clear applicability of the assimilated knowledge by students to various everyday situations [27].…”

Section: Metacognitive Strategies and Critical Thinkingmentioning

confidence: 99%

The Influence of Teachers on Motivation and Academic Stress and Their Effect on the Learning Strategies of University Students

Trigueros

Padilla

Aguilar-Parra

et al. 2020

IJERPH

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Students often experience the university period as a very stressful time. The teacher is a key figure who can cushion this stressful experience for the student. This study therefore aims to analyse the influence of teachers from the Self-Determination Theory perspective on academic stress, motivation, critical thinking, metacognitive strategies and academic performance in university students. The study involved 2456 university students with an average age of 22.51 years. A structural equation model was created to analyse the causal relationships between the variables. The results showed that the psychological controlling of the teacher positively predicted academic stress while autonomy support negatively predicted academic stress. Academic stress negatively predicted motivation, metacognitive strategies, critical thinking and academic performance. Academic motivation positively predicted metacognitive strategies and critical thinking. Finally, metacognitive strategies and critical thinking positively predicted academic performance. These results highlight the importance of the role that the teacher adopts during classes and the protective factor of academic motivation in the presence of stress.

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“…Thus, engineers must combine not only scientific and technical competencies, but also responsible attitudes, creativity, value prioritization, team work, empathy, leadership, communicative skills, etc. [1].…”

Section: Introductionmentioning

confidence: 99%

Towards Implementation of Innovative Methodologies in Construction Engineering in Chile. A Case Study

Muñoz

Letelier

Bibire

et al. 2016

JESR

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The demands of society are changing rapidly, which in turn enhances the need to prepare qualified professionals with up-dated skills and competencies. Due to this fact, universities must be able to develop new teaching strategies which should be focused, not only in the curricula, but on teaching methodology. This paper shows an experience, developed for the subject matter of electrical installations within the Construction Engineering degree of the Autonomous University of Chile. The aim is to show a Project-Based Learning model using cooperative as well as collaborative strategies, while taking into ac-count both the particular situation of higher education in Chile and the socio-cultural factors of students. The methodology and tools used for its implementation are described and related to obtained results within the Chilean context. It concludes that this teaching method contributes with learning enhancement in terms of strengthening of technical and transversal competencies, while also resulting in a significant improvement of grades, as well as a marked reduction in the absenteeism rate.

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Assessment of the "project-based learning" strategy

Abstract: presentados en los cursos y su posterior aplicación a la solución de situaciones reales por parte de los estudiantes.

Cited by 29 publications

References 18 publications

Project-Based Learning and the Acquisition of Competencies and Knowledge Transfer in Higher Education

Project-Based Learning and the Acquisition of Competencies and Knowledge Transfer in Higher Education

The Influence of Teachers on Motivation and Academic Stress and Their Effect on the Learning Strategies of University Students

Towards Implementation of Innovative Methodologies in Construction Engineering in Chile. A Case Study

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