Project-based learning (PBL) through the incorporation of digital technologies: An evaluation based on the experience of serving teachers

Gómez-Pablos, Verónica Basilotta; Pozo, Marta Martín del; Muñoz-Repiso, Ana García-Valcárcel

doi:10.1016/j.chb.2016.11.056

Cited by 98 publications

(57 citation statements)

References 17 publications

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“…It is critical that students understand the problems that exist in the real world, which gives students high motivation to solve these problems. According to Pablos and Pozo (2017), project-based learning develops research basic skills and students' critical thinking skill. There are problems with students' critical thinking skill that exist in the real world of this study.…”

Section: Finding and Discussionmentioning

confidence: 99%

A Comparison of the Problem-solving Skills of Students in PjBL Versus CPjBL Model: An Experimental Study

Jalinus

Syahril

Nabawi

2019

JTET

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Section: Finding and Discussionmentioning

confidence: 99%

A Comparison of the Problem-solving Skills of Students in PjBL Versus CPjBL Model: An Experimental Study

Jalinus

Syahril

Nabawi

2019

JTET

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“…Project pedagogy is one of the active pedagogies that allow students to master certain key skills that help develop critical thinking and creative potential and boost their ability to innovate (Soares, Sepúlveda, Monteiro, Lima, & Dinis-Carvalho, 2012). It represents an effective strategy to increase student participation in their learning environment, encourage and develop the spirit of creativity, discover new concepts and experiences and the frequent use of technological and digital tools (Gómez-Pablos, Del Pozo, & Muñoz-Repiso, 2017). Several studies have described and analysed their feedback on the role played by students in carrying out projects fostering their spirit of innovation and creativity.…”

Section: Project-based-learning Activitiesmentioning

confidence: 99%

Modelling Approach of an Innovation Process in Engineering Education: The Case of Mechanical Engineering

Zergout

Ajana²,

Adam³

et al. 2019

IJHE

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Nowadays, the concept of innovation is omnipresent in most political discourses as well as in technological, socio-economic and scientific development plans. Innovation is essential for solving complex problems in new ways, which can lead countries to development and prosperity. The realisation of an innovation is not the result of a random act, but the product of a multidisciplinary process, rich in methods and scientific and technical tools, using materials and human resources. These human resources, in particular engineers, must possess both technical and soft skills that strengthen their capacity to innovate, and which have been in continual development since the initial training phase. Innovation is at the heart of engineer training concerns and requires management and structuring according to a well-defined process.The objective of this paper is to present the approach followed to define an innovation training process model for engineers through Project Based Learning (PBL). In this work, we have identified the main components of our process through a combination of data from the literature review and the results of an empirical study. Innovative projects in the field of mechanical engineering, carried out by future Moroccan engineers, were studied in depth. The results of the study enabled the identification of the different elements characterising the process of carrying out an innovative project such as the inputs, outputs, control milestones and resources required for the implementation of innovative educational projects in this field. These elements were supported by semi-directive interviews to form the basis of our systemic modelling.

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“…The use of Problem Based Learning learning models in the learning process will make student activities more dominant, students will not only 'remember' theories but also master the concepts, fully understand and be able to solve mathematical problems themselves. Problem Based Learning is a learning model that uses problems as a focus for developing problem solving skills and self-regulation [15]- [17].…”

Section: Introductionmentioning

confidence: 99%

Problem Based Learning (PBL) and Verbal-visual Abilities: Its Influence on Students’ Mathematics Learning Outcomes

Yudistira¹,

Syaiful²,

Anggareini³

2020

IJSME

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This quasi-experiment aims to determine the influence of the Problem Based Learning (PBL) model and verbal-visual abilities on Grade VIII students’ learning outcomes. The population in this study were all students of SMPN 7 Kerinci and the sample of the study was 27 students from class VIII A as the experimental class and 26 students from class VIII B as the control class. Research data collection through test instruments to see students’ mathematics learning outcomes. Statistical analysis using two-way ANOVA with SPSS 21 software with a significance of 0.05. The results showed that there was an influence of the Problem Based Learning (PBL) model and verbal-visual ability on the mathematics learning outcomes of Grade VIII students with sig. 0,001 0,005, there is an influence of verbal-visual ability on mathematics learning outcomes of class VIII students with sig. 0,000 0.05 and there is no interaction between the PBL model and verbal-visual ability in influencing students’ learning outcomes in class VIII with sig. 0.341 0.05.

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Project-based learning (PBL) through the incorporation of digital technologies: An evaluation based on the experience of serving teachers

Cited by 98 publications

References 17 publications

A Comparison of the Problem-solving Skills of Students in PjBL Versus CPjBL Model: An Experimental Study

A Comparison of the Problem-solving Skills of Students in PjBL Versus CPjBL Model: An Experimental Study

Modelling Approach of an Innovation Process in Engineering Education: The Case of Mechanical Engineering

Problem Based Learning (PBL) and Verbal-visual Abilities: Its Influence on Students’ Mathematics Learning Outcomes

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