Project-based learning: A review of the literature

Kokotsaki, Dimitra; Menzies, Victoria; Wiggins, Andy

doi:10.1177/1365480216659733

Cited by 914 publications

(741 citation statements)

References 47 publications

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“…PjBL is the method that involves the instruction of active student-centered who have characteristics of constructive investigation, collaboration, students' autonomy, goal-setting, communication, and reflection that are associated with the practice of real problems (Kokotsaki, Menzies & Wiggins, 2016).…”

Section: Resultsmentioning

confidence: 99%

Project-Based (PjBL) and Guided Inquiry Learning: Students’ Response to Rectilinear and Circular Motion Phenomena

2019

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The learning method is one of the essential factors that influence the success of learning. To build good quality learning, choosing the right method is a crucial step. This study aims to identify differences in student learning achievement by applying two learning methods, project-based learning (PjBL) and guided inquiry (GI) in rectilinear motion and circular motion. The quasi-experimental method was used in this study. The participants were selected by cluster random sampling consisting of two classes (36 students and 35 students) from one of the Vocational Schools in Surakarta. Data collected through multiple-choice tests and interviews were analyzed in descriptive and inferential statistics using ANOVA and t-test. The results show that there is an influence of the learning method on student learning achievement in which both the PjBL and GI method. Students who learned rectilinear motion and circular motion using PjBL got higher scores than the GI method. The implication of this research is as a teacher's reference in choosing learning methods relevant to the rectilinear motion and circular motion and its implementation is expected to improve student learning achievement.

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Section: Resultsmentioning

confidence: 99%

Project-Based (PjBL) and Guided Inquiry Learning: Students’ Response to Rectilinear and Circular Motion Phenomena

2019

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“…Capstone projects have already been adopted by many local and foreign educational systems, and several scholars have explored theories of project learning and developed teaching models for capstone project course (Chang, 2017;Fernandes, Mesquita, Flores, & Lima, 2014;Kokotsaki, Menzies, & Wiggins, 2016;Ljung-Djärf, Magnusson, & Peterson, 2014;Wolk, 1994). For example, Shyu Hsin-yih (2001) proposed five steps of implementation (abbreviated as PIPER) in his research for capstone project:…”

Section: Discussionmentioning

confidence: 99%

Untitled

2017

UCER-A

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In capstone curriculums at the senior high school stage of technical high schools, capstone projects are required for students to produce the final product in the end of class. This study was designed to explore the effect of applying an inquiry-based learning (IBL) teaching strategy into capstone projects (CP-IBL) to promote students' inquiry ability and creative thinking. Students in two classes of a three-year major in electrical engineering participated.One class was assigned to an experimental group that was facilitated by a CP-IBL strategy emphasizing inquiry ability and creative thinking, while in the control group was taught with a traditional lecturing approach. There were seven stages used, including engagement, question, design, discussion, production, evaluation, and revision as the main framework for the experimental group, which was implemented in CP-IBL. Using a quasi-experimental research approach, ANCOVA analyses of abilities measures pre-and post-teaching showed inquiry ability and creative thinking of the experimental groups was significantly better than that of the control group.Keywords: inquiry-based learning (IBL), capstone project, quasi-experiment design, creative thinking ability, inquiry ability, IBL embedded in capstone project (CP-IBL) Several quantitative studies support the effectiveness of IBL as an instructional approach. Furtak, Seidel, Iverson, and Briggs (2012), for example, incorporated studies by using a broad range of terms to describe IBL (e.g., mastery learning and constructivist teaching); they reported an overall mean effect size of 0.50 in favor of the inquiry approach over traditional instruction. A meta-analysis by Alfieri, Brooks, Aldrich, and Tenenbaum

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“…Entrepreneurship learning should be designed as a student-centred active learning method characterized by student autonomy, giving students more opportunities to be active, constructive inquiry, goal setting, collaboration, communication and reflection in real-world practice. (Kokotsaki, Menzies, and Wiggins, 2016;Gulay, 2015. (Martín andGarcía-valc, 2017;Williams & Williams, 2018;Kamdi, 2010).…”

Section: Introductionmentioning

confidence: 99%

Influence of Entrepreneurship Learning Methods to the Interests of Entrepreneurship in the Field of Culinary of Vocational Students in the Province of Bali

Sukerti¹,

Mukhadis²,

Kiranawati³

et al. 2019

Proceedings of the 1st Vocational Education International Conference (VEIC 2019)

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Entrepreneurship learning methods used so far in vocational schools should be designed to provide knowledge and skills in order to prepare graduates to work independently or entrepreneurship. The aims to reveal the influence of entrepreneurial learning that took place during this against Entrepreneurial student Interests Culinary field of vocational students in the province of Bali. This type of research is expose facto with a quantitative approach. Data was collected by questionnaires and interviews. The sample is 65 students (Public and private Vocational high school) in the Province of Bali. Data were analysed by simple linear regression. The results showed that the correlation of entrepreneurial learning methods with student entrepreneurial interest obtained a value of 0.487 with a significance value of 0.026 compared to alpha 0.05 coefficient, then the value of 0.05> 0.026 means that the use of entrepreneurial learning methods has had an effect on student entrepreneurship interests in the Student Cooking field Vocational Schools in Bali Province. R square was obtained at 0.237 which means that the contribution of entrepreneurial learning methods so far to the entrepreneurial interests of small culinary students in the field of 23.7%. While the remaining 76.3% is influenced by other factors. The implication of the findings of this study is that teachers must continue to develop methods, learning models that are capable of contributing, fostering entrepreneurial interest in students in the culinary field. Culture, 2016).

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Project-based learning: A review of the literature

Cited by 914 publications

References 47 publications

Project-Based (PjBL) and Guided Inquiry Learning: Students’ Response to Rectilinear and Circular Motion Phenomena

Project-Based (PjBL) and Guided Inquiry Learning: Students’ Response to Rectilinear and Circular Motion Phenomena

Untitled

Influence of Entrepreneurship Learning Methods to the Interests of Entrepreneurship in the Field of Culinary of Vocational Students in the Province of Bali

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