Project-based learning in primary schools: effects on pupils' learning and attitudes

Kaldi, Stavroula; Filippatou, Diamanto; Govaris, Christos

doi:10.1080/03004270903179538

Cited by 124 publications

(116 citation statements)

References 13 publications

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“…Bununla birlikte eğitim-öğretim sürecinde PTÖ yaklaşımının önemi artmış ve bu yaklaşımın önemi birçok araştırmada ortaya konmuştur. Türkiye'de ve dünyada "Proje Tabanlı Öğrenme Yaklaşımı" konusu etrafında yapılmış çok sayıda çalışma mevcuttur (Altun, 2008;Baran, 2011;Barak ve Dori, 2005;Benzer, 2010;Chang, Wu, Kuo ve You, 2012;Demir, 2008;Doppelt, 2003;Frank ve Barzilai, 2004;Girgin, 2009;Hun, Hwang ve Huang, 2012;Kaldi, Filippatou ve Govaris, 2011;Korkmaz, 2002;Mioduser ve Betzer, 2007). Bu çalışmalarda genel olarak PTÖ yaklaşımının akademik başarıya (Baran, 2011;Güven, 2011;İmer, 2008;Keser, 2008;Köse, 2010;Tuncer, 2007), tutuma (Baran, 2007;Benzer, 2010;Deniş Çeliker, 2012;Keser, 2008;Koçak, 2008;Serttürk, 2008), bilimsel süreç becerilerine (Acar, 2011;Gültekin, 2009;Özahioğlu, 2012;Yurdatapan vd, 2013;Zeren Özer, 2011), kalıcılığa (Avcı, 2006;Ekiz, 2008;Karaçallı, 2011;Keser, 2008), motivasyona (Aslan, 2009;Keskin, 2011), eleştirel düşünmeye (Korkmaz, 2002) vs. etkisi incelenmektedir.…”

Section: Problemunclassified

The Effect of the Project-Based Learning Approach on the Academic Achievements of the Students in Science Classes in Turkey: A Meta-Analysis Study

Ayaz

Söylemez

2015

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Bu araştırmada proje tabanlı öğrenme yaklaşımının öğrencilerin fen derslerindeki akademik başarılarına etkisini belirlemek amacıyla bir meta-analiz çalışması yapılmıştır. Bunun için Türkiye'de yapılmış çalışmalarla ilgili literatür taraması yapılmıştır. 2002-2013 yılları arasında yapılmış, araştırma problemine uygun ve meta-analiz çalışmasına dâhil edilebilecek istatistiksel verilere sahip yüksek lisans tezi, doktora tezi ve makaleler ulusal ve uluslararası veri tabanlarından Türkçe ve İngilizce dillerinde taranarak incelenmiştir. Literatür taraması sonucunda proje tabanlı öğrenmenin öğrencilerin fen derslerindeki akademik başarılarına etkisine ilişkin toplam 41 çalışma meta-analize dâhil edilmiştir. Bu çalışmalardan 42 etki büyüklüğü değeri elde edilmiştir. Meta-analiz sonucunda proje tabanlı öğrenme yaklaşımının geleneksel öğretim yöntemlerine göre öğrencilerin fen derslerindeki akademik başarılarına pozitif etkisi olduğu belirlenmiştir. PTÖ yaklaşımının öğrencilerin fen derslerindeki akademik başarılarına ilişkin genel etki büyüklüğü değeri rastgele etkiler modeli kullanılarak 0,777 ile 1,218 güven aralığında 0,997 (%95 CI, SE=0,112) olarak belirlenmiştir. Bu değer, Cohen, Manion ve Morrison'un (2007) etki büyüklüğü sınıflandırmasına göre orta düzeyde bir etki düzeyindedir. Araştırmaya dâhil edilen 42 çalışmanın 39'unun pozitif, 3'ünün negatif etki büyüklüğü değerine sahip oldukları belirlenmiştir. Pozitif yönlü olan çalışmaların 3 tanesi zayıf etki, 5 tanesi küçük etki, 11 tanesi orta etki ve 20 tanesi güçlü etki düzeyindedir. Meta-analiz çalışmasında, fen bilimleri alanlarında, öğrenim düzeylerinde, örneklem büyüklüğünde, uygulama süresinde, kullanılan yöntemlerde ve yayın türlerinde ara değişken (moderatör) analizi yapılmıştır. Yapılan ara değişken analizleri sonucunda en yüksek etki büyüklüğü değerlerinin fizik dersinde (ES=1,046), lise düzeyinde (ES=1,536) ve 1-20 ders saati aralığında (ES=1,203) görülmüştür. Tüm değişkenler içerisinde en yüksek etki büyüklüğü değerinin lise düzeyinde (ES=1,536) olduğu görülmektedir. Çalışmanın son bölümünde, araştırmada elde edilen sonuçlara göre uygulayıcılara, program geliştiricilere ve araştırmacılara önerilerde bulunulmuştur.

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Section: Problemunclassified

The Effect of the Project-Based Learning Approach on the Academic Achievements of the Students in Science Classes in Turkey: A Meta-Analysis Study

Ayaz

Söylemez

2015

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“…Furthermore, PBL activities increased student self-confidence and self-efficacy (Baran & Maskan, 2010). PBL is usually designed and implemented through collaborative group work; hence, PBL has also been found to exert a positive impact on students' communication and collaboration skills (Domínguez & Jaime, 2010;Kaldi et al, 2011;van Rooij, 2009). Finally, the positive effects of PBL on students in the affective and behavioral domains influenced their academic achievement (Han, Capraro, & Capraro, 2015).…”

Section: Project-based Learning For Stemmentioning

confidence: 99%

“…Studies have examined the positive impacts of PBL on student interest in STEM disciplines (Baran & Maskan, 2010;Domínguez & Jaime, 2010;Johnson, Johnson, & Holubec, 1998;Kaldi, Filippatou, & Govaris, 2011;van Rooij, 2009;Veenman, Kenter, & Post 2000). However, no studies have investigated how PBL stimulated students' interest in STEM disciplines, which in turn, influenced their major selection.…”

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confidence: 99%

Korean Students’ Attitudes toward STEM Project-Based Learning and Major Selection

2017

EDUC SCI-THEOR PRACT

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Citation: Han, S. (2017). Korean students' attitudes toward STEM project-based learning and major selection. AbstractThe trend of avoiding science, technology, engineering, and mathematics (STEM) majors has persisted resulting in a lack of professionals in STEM fields. Further, the current STEM education system in Korea does not meet domestic demands for STEM labor. To discover an educational approach encouraging students to choose STEM majors at the post-secondary level, the current study employed a survey instrument investigating students' attitudes toward STEM project based learning (PBL), and examined the relationships between these attitudes and intent to pursue a STEM major. A model depicting the relationships was proposed, and the structure of the model was verified using structural equation modeling. Additionally, a mediation relationship on the model was investigated and tested. Finally, the gender difference on the paths of the structural model was analyzed using multiple-group analysis. The results indicated that students who were positive toward PBL components (i.e., technology based learning, self-regulated learning, and hands-on activities) except "collaborative learning" were more likely to have the intent to pursue a STEM PBL. In addition, belief in STEM majors' benefit played a role as a mediator. The findings of this study help secondary teachers guide students through major and job selection by integrating PBL into mathematics and science classrooms.

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“…Students who participated in the present research paid great interest in the rules of cooperation and communication within their groups during the PBLAs probably because harmonious cooperation is a prerequisite for the attainment of high marks, given the fact that their assessment is based not only on individual contribution but also on the final collective outcome (Johnson & Johnson, 2003;Kagan & Kagan, 2009). On the other hand, it is obvious that the majority of the respondents experienced positive feelings of pleasure and satisfaction, especially in cases where the teachers were able to push forward the importance of cooperation and communication skills for the development of students' personalities, and for their social advancement as well (Kaldi et al, 2011;Mayer & Alexander, 2011). It is rather apparent that where teachers insufficiently link such skills to students' social expectations, scepticism regarding the effectiveness of such innovative practices significantly and understandably grows.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…PBLAs cover a wide range of educational activities regarding every school subject and almost all aspects of human activity and communication, e.g., environmental issues, cultural and social life (civilization, arts, human relations, individual or ethnic or other group identities), multidimensional aspects and problems of everyday life (health, science, research, history, technology, communication) and so on (Cohen, et al, 2004;Gillies, 2007;Gray & Larson, 2008; Kaldi et al, 2011). Despite PBLAs' almost borderless scope of interest, all of them are considered to contribute to the display of high-ranked cognitive, meta-cognitive, emotional, and social skills, to capture students' interest, and excite their imagination, initiative, and creativity in a framework where students are co-educated as members of larger groups and receive, at the same time, individualised support and assistance in order to effectively meet personal, group and social requirements (Newell, 2003;Polman, 2000;Railsback, 2002).…”

Section: Introductionmentioning

confidence: 99%

Small Steps, Giant Leaps: Project-based Learning in a Conservative Educational System. Greek Students’ Views

Koutrouba¹,

Alexaki²

2016

Eur. j. soc. sci. educ. res.

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The present questionnaire-based study examines 170 Greek upper secondary public and private education students' perceptions about the factors that facilitate or undermine project-based learning within the framework of the highly conservative Greek educational system, about the cognitive, affective and social skills they developed during the carrying-out of project procedures, and about the levels of satisfaction they experienced during their cooperation with their supervising teachers. According to the results, project-based learning is more effectively implemented in private schools due to infrastructure provided, due to effective coordination of welldefined and pre-planned activities, and due to higher levels of teachers' professional commitment and students' learning objectives and expectations. The research also shows that project-based learning, even when embedded in and restricted by traditional educational environments, is considered to produce higher academic attainments for low-achievers, and to facilitate the development of high-ranked cognitive and social skills through students' involvement in real-life situations, and active participation in problem-solving and decision-making procedures. It also indicates that for the majority of the participants the role of the supervising teacher is crucial since s/he defines the rules of communication, the techniques and the stages of the project carrying-out, and the assessment procedures. It finally shows that Greek students, despite apparent satisfaction experienced due to their participation in project procedures, remain skeptical as regards traditional teachers' ability to assess reliably group performance, to provide effectively individualized assistance to low-performing group members, and to encourage high-achievers who have never before worked in unfamiliar learning situations.

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Project-based learning in primary schools: effects on pupils' learning and attitudes

Cited by 124 publications

References 13 publications

The Effect of the Project-Based Learning Approach on the Academic Achievements of the Students in Science Classes in Turkey: A Meta-Analysis Study

The Effect of the Project-Based Learning Approach on the Academic Achievements of the Students in Science Classes in Turkey: A Meta-Analysis Study

Korean Students’ Attitudes toward STEM Project-Based Learning and Major Selection

Small Steps, Giant Leaps: Project-based Learning in a Conservative Educational System. Greek Students’ Views

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