Project-Based Learning to Enhance Teaching Embedded Systems

Sababha, Belal H.; Alqudah, Yazan A.; Abualbasal, Abdelraheem; AlQaralleh, Esam A.

doi:10.12973/eurasia.2016.1267a

Cited by 42 publications

(33 citation statements)

References 7 publications

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“…Also the implementation of some forms of learning like project and problem based learning could change the perception of chemistry among pupils (e.g. Sababha et al, 2016). The results of our study caused some suggestions; a longitudinal study that follows the same students over all grades in lower secondary and secondary grammar schools to study changes in their attitude toward chemistry is recommended.…”

Section: Discussionmentioning

confidence: 86%

Pupils’ Attitudes toward Chemistry in Two Types of Czech Schools

Kubiatko

Balátová

Fančovičová

et al. 2017

EURASIA J MATH SCI T

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Chemistry is a school subject that is not viewed favorably among pupils. Before we can improve pupils' attitudes toward chemistry, it is important to find out the problem as to why the attitudes are relatively negative. The research was focused on Czech lower secondary and secondary grammar school pupils' attitudes to the subject of chemistry. Also, the difference between groups of variables (gender and grade) was examined. The sample size contained 931 Czech lower secondary and secondary grammar school pupils. The research tool was a questionnaire with 25 Likert type items. By the use of factor analysis, the items were distributed into four categories: 1) Popularity and difficulty of chemistry, 2) The relevance of chemistry, 3) Chemical aids and laboratory experiments, 4) The future life and chemistry. The overall score indicated neutral/slightly positive pupils' attitude toward chemistry. Girls received a lower score in comparison with boys in all grades, except the 1st grade, in secondary grammar schools. The opposite situation was among lower secondary school pupils, where girls achieved a slightly higher attitude score. It is possible to say that negative attitudes toward chemistry are also among lower secondary and secondary grammar school pupils, so it is needed to try to improve attitudes toward chemistry from the early age of pupils. The recommendations for the pedagogical practice are suggested in the conclusion.

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Section: Discussionmentioning

confidence: 86%

Pupils’ Attitudes toward Chemistry in Two Types of Czech Schools

Kubiatko

Balátová

Fančovičová

et al. 2017

EURASIA J MATH SCI T

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show abstract

“…Instructors and engineering professionals noted that PjBL taught students' skills associated with communication and project management that students would not normally acquire in engineering courses. Surveys of attitudes about PjBL tend to echo these findings – that is, students enjoy the experience of participating in authentic projects and find value in the projects associated with PjBL courses (Sababha, Alqudah, Abualbasal, & AlQaralleh, ; Tseng, Chang, Lou, & Chen, ; Zastavker, Ong, & Page, ). However, less research has focused on the effect of PjBL on student career aspirations in STEM.…”

Section: The Effect Of Pjbl On Student Attitudesmentioning

confidence: 96%

The effect of authentic project‐based learning on attitudes and career aspirations in STEM

Beier¹,

Kim²,

et al. 2018

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Can engaging college students in client‐centered projects in science, technology, engineering, and mathematics (STEM) coursework increase interest in STEM professions? The current study explored the effectiveness of project‐based learning (PjBL) courses on student attitudes, major choice, and career aspirations in STEM. Framed in expectancy‐value and social cognitive career choice models, we examined the effect of engaging in at least one authentic, project‐based course during the first four semesters of college on student STEM attitudes and career aspirations in a quasi‐experimental study with a sample of (N = 492) natural science and engineering students. STEM self‐efficacy and subjective task value variables (STEM attainment, intrinsic and utility value of STEM courses, and relative cost associated with engaging in STEM courses) were examined as mediators of the relationship between classroom project‐based experiences and STEM career aspirations. Gender and underrepresented minority status were also examined. We found that engaging in at least one project‐based course during the first four semesters affected student perceptions of STEM skills, perceptions of the utility value of participating in STEM courses, and STEM career aspirations. Furthermore, we found that the effect of project‐based courses on STEM career aspirations was mediated by STEM skills and perceptions of course utility. The effect of PjBL was not moderated by race or gender. We highlight areas of future research and the promise of PjBL for engaging students in STEM professions.

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“…Project work helps to bridge technical theoretical education and real-world, so it enriches and supports theoretical with conceptual understanding. Project work emphasizes more on hands-on applications that make students more independent and creative (Osuala & Onwuagbke, 2014;Sababha, Alqudah, Abualbasal, & AlQaralleh, 2016).…”

Section: Introductionmentioning

confidence: 99%

Integration of Project Activity to Enhance the Scientific Process Skill and Self-Efficacy in Zoology of Vertebrate Teaching and Learning

Hernawati

Amin

Irawati

et al. 2018

EURASIA J MATH SCI T

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This study is a quantitative research conducted to analyze the integration of project activity to increase the scientific process skill and self-efficacy. While uncovering the effect of each indicator of every predictor, a descriptive qualitative analysis has been done. Respondents in this research were biology students in teacher. The sample of 30 respondents were taken by random sampling technique. Research instruments were in the form of scientific process skill test and self-efficacy inventory. The hypothesis was tested using Analysis of Variance (ANOVA). Integration of project activity has significant effect towards scientific skill process at 0.038 with F value of 4.524 and also have a significant effect for self effication at 0.018 with F value of 0.018. Based on results analysis, it is concluded that there was an effect of project activity integration in Zoology of Vertebrate teaching and learning on pre-service teachers' scientific process skill and self-efficacy, with significance level of 0.05.

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Project-Based Learning to Enhance Teaching Embedded Systems

Cited by 42 publications

References 7 publications

Pupils’ Attitudes toward Chemistry in Two Types of Czech Schools

Pupils’ Attitudes toward Chemistry in Two Types of Czech Schools

The effect of authentic project‐based learning on attitudes and career aspirations in STEM

Integration of Project Activity to Enhance the Scientific Process Skill and Self-Efficacy in Zoology of Vertebrate Teaching and Learning

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