Problem-Based and Project-Based Learning for Sustainable Development

Cörvers, Ron; Wiek, Arnim; Kraker, Joop de; Lang, Daniel J.; Martens, Pim

doi:10.1007/978-94-017-7242-6_29

Cited by 76 publications

(50 citation statements)

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“…Differences in Science Process Skills between groups of students who implement PjBL learning strategy and students who implement non-PjBL learning strategy. Learning that uses PjBL from research, they are actively involved in making work from the application of concepts from learning outcomes (Cörvers, 2016;Morselli, 2019). To see the difference in PPP as a result of the treatment in the form of using the PjBL strategy, see the following Table 4.…”

Section: Normality Test Data For Science Process Skills and Student Mmentioning

confidence: 99%

The Effect of Project-Based Learning Assisted by Electronic Media on Learning Motivation and Science Process Skills

Safaruddin¹,

Ibrahim

Juhaeni

et al. 2020

jiecr

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This study aims to analyze the effect of using Project Based Learning (PjBL) strategy assisted by Electronic Media in increasing learning motivation and Science Process Skills (KPS) on the material “Heat Transfer”. The study used a quasi-experimental pretest-posttest experimental design with 59 students. The experimental group was taught using the PjBL strategy while the control group was taught with a conventional strategy that was teacher-centred. Learning motivation is measured using questionnaires distributed to students, and KPS is measured through observation using observation sheets. The results, average score of KPS with the PjBL strategy = 86.33, the conventional strategy = 74.52; the average score of learning motivation with PjBL strategy = 78.05, conventional strategy = 69.49. Conclude from this data that the use of the PjBL based on e-media strategy is effective and influences the improvement of KPS and learning motivation of elementary school students.

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Section: Normality Test Data For Science Process Skills and Student Mmentioning

confidence: 99%

The Effect of Project-Based Learning Assisted by Electronic Media on Learning Motivation and Science Process Skills

Safaruddin¹,

Ibrahim

Juhaeni

et al. 2020

jiecr

View full text Add to dashboard Cite

show abstract

“…It must be taken into consideration that environmental knowledge alone does not automatically lead to behavioral change. Among others, collaboration competency is seen as one of the necessary key competencies required to deal with the complexity of global challenges [1,4,5].…”

Section: Introductionmentioning

confidence: 99%

Education for Sustainable Development through International Collaboration. A Case Study on Concepts and Conceptual Change of School‐Students from India and Austria on Gender Equality and Sustainable Growth

Dür

Keller

2018

Education Sciences

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Dealing with the great challenges of the 21st century requires far reaching changes in the lifestyle and perceptions of humans to ensure an appropriate quality of life for all, now and in the future. To provide people with the necessary competencies, the UN initiated the Education for Sustainable Development (ESD) program. The two-year research-education, cooperative project ‘AustrIndia-4QOL’ aims to contribute to the goals of ESD. It is based on a collaboration between students from schools in Austria and India on the topics of quality of life, sustainability and global justice. The purpose of this particular case study is to explore the effects of a weeklong face-to-face collaboration in the final part of the AustrIndia-4QOL project. Therefore, it is examined whether or not Austrian and Indian students’ concepts regarding the Sustainable Development Goals ‘Gender Equality’ and ‘Decent Work and Economic Growth’ change as a consequence of encountering differing perspectives. Short texts written by the students at the beginning and at the end of this collaboration, according to guiding questions, form the basis for a qualitative content analysis. The findings illustrate that the students’ awareness increased and their evaluation of topics related to the discussed sustainable development goals changed.

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“…At the same time, to solve new and different problems and capitalise on emerging opportunities that arise in practice requires learning as well. Moreover, to do things differently and better-to innovate and change-demands learning (Cörvers, 2016;Hargadon, 2002). This is a big ask on top of intense and exhausting workloads, exacerbated by the relentless demand to do more with less, inevitable staffing shortages, and dwindling resources for professional development.…”

Section: The Case For Learningmentioning

confidence: 99%

Critical Learnership: A New Perspective on Learning

Hays

Reinders

2018

IJLTER

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Abstract. To keep abreast of technological innovations, social change, and advances in subject matter knowledge, professional practitioners must continually learn. To solve new and different problems and capitalise on emerging opportunities that arise in practice requires learning. Tendencies to learn and solve problems on one's own are limiting and unsustainable. Thus, more collaborative, extensible, and sustainable approaches to learning and change are necessary. To this end, the authors present an emerging perspective on sustainable and collaborative learning, innovation, and transformation-Critical Learnership. Critical Learnership involves shared and continuous critique and challenge of existing ways of thinking, doing, and being, while building autonomy and self-direction. It draws on theories and principles of adult learning and professional development, sustainability and ecology, adaptive systems, organisational learning, and selfdetermination. At its essence, Critical Learnership is a critical, active mindset towards finding sustainable solutions to everyday problems. The skills and strategies of Critical Learnership are necessary for and help to achieve lifelong and life-wide learning. The article lays out the need for a new direction in the way we attempt to understand and encourage learning, describes how Critical Learnership may enable us to venture down this path, and discusses its implications for individuals, organisations, and society as a whole.

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Problem-Based and Project-Based Learning for Sustainable Development

Cited by 76 publications

References 1 publication

The Effect of Project-Based Learning Assisted by Electronic Media on Learning Motivation and Science Process Skills

The Effect of Project-Based Learning Assisted by Electronic Media on Learning Motivation and Science Process Skills

Education for Sustainable Development through International Collaboration. A Case Study on Concepts and Conceptual Change of School‐Students from India and Austria on Gender Equality and Sustainable Growth

Critical Learnership: A New Perspective on Learning

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