Supporting Project-Based Learning through Economical and Flexible Learning Spaces

Eickholt, Jesse; Jogiparthi, Vikas; Seeling, Patrick; Hinton, Quintrese; Johnson, Matthew

doi:10.3390/educsci9030212

Cited by 6 publications

(7 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These options are low cost and comparable to prototypical ALC designs in terms of function and students' performance and perception. Hardware to retrofit an existing computer lab to support eight groups (i.e., eight PALS), three larger classroom displays, instructor station, and whiteboards costs approximately $8200 [17]. This figure will depend largely on the extent of any renovations that are needed for the physical space and do not include labor.…”

Section: Discussionmentioning

confidence: 99%

“…Several small whiteboards were affixed to the walls and available for student use. Additional details with respect to the construction of the PALS system and the transformation of the classroom are available online and in the previous work [15]- [17]. For this study, the relevant affordances of the PALS-equipped classroom include the sharing of digital artifacts (locally and class wide) and group-centric layout of the classroom and whiteboards.…”

Section: A Description Of Learning Environmentsmentioning

confidence: 99%

See 1 more Smart Citation

Practical Active Learning Stations to Transform Existing Learning Environments Into Flexible, Active Learning Classrooms

2021

Self Cite

View full text Add to dashboard Cite

Practical active learning stations (PALSs)-equipped classrooms function similar to prototypical active learning classrooms (ALCs). They support student collaboration and active learning pedagogies but at a fraction of the cost. Background: Active learning pedagogies and active learning technology are revitalizing STEM education and their use has led to an increase in student performance and satisfaction with the learning environment in postsecondary settings. An obstacle to increasing access to ALCs is the cost of constructing such learning environments. To address this challenge, a means to retrofit an existing computer laboratory into an ALC by making use of economy hardware and open-source software was devised. Intended Outcomes: In the context of an introductory sequence of programming courses (i.e., CS1 and CS2), students in a PALSequipped classroom would perform as well as students in a prototypical ALC. Application Design: A quasi-experimental study was employed to compare the overall student performance across learning environments. Student performance was measured by the final exam score and overall course score. Throughout the study, the PALS-equipped classroom was paired five different times in head-to-head comparisons with either a prototypical ALC or a traditional classroom. Findings: The focus of the study was the potential effects of classroom type on students' final exam score and the overall course score. A statistically significant effect was found for only one measure, which was that students in the PALS classroom in CS1 scored higher on their overall course score even when accounting for demographic differences and the pretest measure. There were no other significant effects for classroom type, either on the final exam score for either course or the overall course score in CS2.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: A Description Of Learning Environmentsmentioning

confidence: 99%

Practical Active Learning Stations to Transform Existing Learning Environments Into Flexible, Active Learning Classrooms

2021

Self Cite

View full text Add to dashboard Cite

show abstract

“…Active learning and teaching methods referring to the constructivism theory have been widely explored and applied to chemical education at different levels from the primary school to the university [40,[70][71][72][73][74][75][76][77]. Chemistry is indeed a very experimental discipline and the role of laboratorial activities, where students are actively involved in all steps of the learning process, has been recognized as a central aspect of chemistry education [12,18,63,66,[78][79][80].…”

Section: Project-based Learning In Chemistry and Pre-service Training Of Chemistry Teachersmentioning

confidence: 99%

“…Chemistry is indeed a very experimental discipline and the role of laboratorial activities, where students are actively involved in all steps of the learning process, has been recognized as a central aspect of chemistry education [12,18,63,66,[78][79][80]. Despite different types of laboratorial strategies have been developed to teach chemistry, including many examples of virtual and digital laboratorial activities performed during COVID-19 pandemic [81,82], almost all recent works focus on inquiry-based, problem solving and project-based learning methods [63,[72][73][74][75][76][77]83]. Project-Based Learning (PjBL) is a teaching/ learning pedagogy that centers learning experiences around projects, which can be structured in different ways depending on the targets, aims and chemical contents.…”

Section: Project-based Learning In Chemistry and Pre-service Training Of Chemistry Teachersmentioning

confidence: 99%

STEAM Project-Based Learning Activities at the Science Museum as an Effective Training for Future Chemistry Teachers

Domenici

2022

Education Sciences

View full text Add to dashboard Cite

Non-formal learning environments, such as science museums, have a fundamental role in science education and high potentialities as ideal contexts for science teachers’ training. These aspects have been analyzed and reported in several recent works mainly focused on students’ perception of science and increased engagement towards scientific disciplines. In this work, a project-based learning methodology optimized and experimented in the frame of a pre-service chemistry teachers’ course at the University of Pisa (Italy), during the last eight years, involving in total 171 participants, is presented. This educational project has several distinctive features related to the STEAM philosophy, with a high level of multi-disciplinarity and creativity. Most of the laboratories and chemistry-centered activities were conceived, planned and carried out by the future chemistry teachers in non-formal contexts, such as science museums. A case study based on a series of non-formal laboratories designed by a group of students during their training in the academic year 2018–2019 and performed in a science museum is reported and examined in details. In this paper, all steps of the STEAM project-based learning methodology are described underlining the main learning outcomes and cognitive levels involved in each step and the relevant methodologies proposed during the training course and adopted in the project. The effectiveness of this pre-service teachers’ training methodology is finally discussed in terms of participants’ motivation and interest towards the course’s content, students’ final judgment of their training experiences and, in particular, of the STEAM project-based learning activities. From the students’ feedbacks and final assessment, the role of the non-formal context in teaching and learning chemistry and the efficacy of developing educational activities related to current and real-life chemistry-centered topics emerged as very positive aspects of the proposed approach.

show abstract

“…So, a student-centered learning approach is needed based on the demands of the current world, including the 21st-century skills students must have (Rafianti, Anriani, & Iskandar, 2018). This project learning requires students to work extensively over a long period of time to provide authentic and realistic products (Eickholt et al, 2019). The right approach is the Indonesian Realistic Mathematics Education (PMRI).…”

mentioning

confidence: 99%

Project-Based Mathematics Learning: Fruit Salad Recipes in Junior High School

Rahayu

Putri

2021

J. Math. Educ.

View full text Add to dashboard Cite

Mathematics learning is associated with 21st-century skills such as communication, collaboration, critical thinking in problem-solving, creativity, and innovation. To help students obtain these skills, a learning project was developed through Pendidikan Matematika Realistik Indonesia (PMRI) approach by using fruit salad recipes and collaborative learning based on the Lesson Study for Learning Community (LSLC) system. The primary purpose of this study was to develop fruit salad recipes to assist junior high school students in solving problems using mean, social arithmetic, and data presentation. It employed design research type validation studies using photos, fruit salad products, and document reviews as data collection techniques. The research subjects were 27 students of grade 8 from a junior high school in Palembang. This study resulted in a learning trajectory consisting of two activities and post-test questions. In the first activity, the students can analyze and solve problems in planning fruit salad recipes with material averaging, social arithmetic, and data presentation. In the second activity, the students can make fruit salads and write recipes based on skills to make fruit salad products. The results of this study demonstrate that in project-based learning through PMRI with the context of fruit salad recipes and the LSLC system, students can learn collaboratively. The learning helps them solve problems by using average material, social arithmetic, and data presentation in developing fruit salad recipes.

show abstract

Supporting Project-Based Learning through Economical and Flexible Learning Spaces

Cited by 6 publications

References 12 publications

Practical Active Learning Stations to Transform Existing Learning Environments Into Flexible, Active Learning Classrooms

Practical Active Learning Stations to Transform Existing Learning Environments Into Flexible, Active Learning Classrooms

STEAM Project-Based Learning Activities at the Science Museum as an Effective Training for Future Chemistry Teachers

Project-Based Mathematics Learning: Fruit Salad Recipes in Junior High School

Contact Info

Product

Resources

About