Examining Student Engagement During a Project-Based Unit in Secondary Science

Sivia, Awneet; MacMath, Sheryl; Novakowski, Chelsea; Britton, Vandy

doi:10.1007/s42330-019-00053-x

Cited by 6 publications

(9 citation statements)

References 26 publications

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“…These results differ from some published studies, which affirm the fact that collaborative learning benefits from any of the active methodologies through technologies, as in the case of the Flipped Learning model for teacher training [34] and the students [35]. Nevertheless, the values of cooperation and collaboration are also integrated into Project-Based Learning [54,56] and Gamification [24].…”

Section: Analysis Of the Study S Pedagogical Choicescontrasting

confidence: 70%

“…Along the same lines, other authors maintain that Project-Based Learning integrates, in a practical way, values such as cooperation and organization [54]. This methodology can coexist with the traditional model, combining the teacher's expository work with practical collaborative work [56].…”

Section: Analysis Of the Study S Pedagogical Choicesmentioning

confidence: 98%

“…The direct involvement of students favors creativity, motivation, and the ability to approach challenges in teams from an inclusive perspective [55]. This method can coexist with the traditional teaching-learning system, combining the teacher's expository work with practical collaborative work when developing a concrete project [56].…”

Section: Project-based Learningmentioning

confidence: 99%

“…Organic Law 8/2013, 9 December) includes Project-Based Learning as a tool to enhance learning so that students are able to achieve competence in all subjects. It is considered adequate to motivate students from early ages towards STEM disciplines [59] and also serves as training for the work dynamics that students will follow in their academic and professional future [56]. In a meta-analysis of the period between 1998 and 2017, it is evident that Project-Based Learning presents significant improvements compared to the traditional methodology, although the evaluation depends on educational and geographical factors, available ICT resources, but not on the educational level or the ratio [54].…”

Section: Project-based Learningmentioning

confidence: 99%

“…On the other hand, this methodology requires a high level of dedication and training from the teacher to improve their self-efficacy [60]. In addition, to optimize learning, it is advisable to have projects that have already been elaborated and evaluated, promoting a collaborative dynamic among students [61] and reinforcing the curriculum in a transversal manner with a methodological structure and clear and simple instructions [56]. If the teacher's competence level is adequate, a significant correlation is observed between the students' positive perception of the method [60].…”

Section: Project-based Learningmentioning

confidence: 99%

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Analysis of the Use and Integration of the Flipped Learning Model, Project-Based Learning, and Gamification Methodologies by Secondary School Mathematics Teachers

et al. 2021

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In the didactics of mathematics, many technological resources can be used with teaching strategies, techniques, models, and methodologies that facilitate the teaching–learning process. Pedagogical models such as Flipped Learning and active methodologies such as Project-Based Learning and Gamification have a relevant role in education. Objectives. (1) To identify the variables of teaching practices, ratios, and mathematics teacher training indicators that could influence the choice of different study models or methodologies. Method. A total of 73 teachers from the Autonomous City of Melilla were included in a cross-sectional study. Teachers filled out a validated questionnaire with 35 questions regarding mathematics and teacher training, information and communication technology (ICT) uses, resources and mastery, communication, and collaboration. Results. The statistical analyses revealed significant positive influences between the Flipped Learning model, Project-Based Learning, and Gamification with the evaluated items. Furthermore, Project-Based Learning showed a negative association with two items of the teaching practice indicator. Conclusion. The exchange of information and content through online spaces, participation, and collaboration in center projects related to digital technologies and educational software to teach mathematics had a significant impact on the choice of Flipped Learning model and active methodologies.

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Section: Analysis Of the Study S Pedagogical Choicescontrasting

confidence: 70%

Section: Analysis Of the Study S Pedagogical Choicesmentioning

confidence: 98%

Section: Project-based Learningmentioning

confidence: 99%

Section: Project-based Learningmentioning

confidence: 99%

Section: Project-based Learningmentioning

confidence: 99%

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Analysis of the Use and Integration of the Flipped Learning Model, Project-Based Learning, and Gamification Methodologies by Secondary School Mathematics Teachers

et al. 2021

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Lessons Learned from Introducing Aquaponics to Higher Education Curricula

et al. 2022

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Exploring the readiness of high school physics students for project-based hybrid learning in the Sultanate of Oman

Al-Kamzari,

Alias

2024

EURASIA J Math Sci Tech Ed

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This study investigates the preparedness of school students in grades 9-12 to engage in physics project-based hybrid learning within the Sultanate of Oman. Using survey methodology, the research employed the online learning readiness scale and self-directed learning readiness scale following an evaluation of the questionnaire’s reliability. A total of 383 physics students participated in the electronic survey conducted across 11 educational governorates in Oman, and descriptive statistics were employed for the analysis. Most participants, predominantly from grade 9, were situated in the Muscat Governorate, consistent with the targeted research population. The findings indicate a generally moderate level of readiness among school physics students (grades 9-12) for engaging in project-based hybrid learning. The study enhances the comprehension of student readiness dynamics amid evolving educational methods, specifically in physics project-based hybrid learning in the Sultanate of Oman.

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Examining Student Engagement During a Project-Based Unit in Secondary Science

Cited by 6 publications

References 26 publications

Analysis of the Use and Integration of the Flipped Learning Model, Project-Based Learning, and Gamification Methodologies by Secondary School Mathematics Teachers

Analysis of the Use and Integration of the Flipped Learning Model, Project-Based Learning, and Gamification Methodologies by Secondary School Mathematics Teachers

Lessons Learned from Introducing Aquaponics to Higher Education Curricula

Exploring the readiness of high school physics students for project-based hybrid learning in the Sultanate of Oman

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