Teachers’ Role in Students’ Learning at a Project-Based STEM High School: Implications for Teacher Education

Morrison, Judith A.; Frost, Janet Hart; Gotch, Chad M.; McDuffie, Amy Roth; Austin, Bruce; French, Brian F.

doi:10.1007/s10763-020-10108-3

Cited by 46 publications

(39 citation statements)

References 48 publications

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“…Although there were no driving questions, many of the projects that were centred around solving a problem still managed to demonstrate other characteristics of PBL and the qualities of a good driving question well (centred around solving a problem, use of socio-scientific issues, and local or familiar learning environments). This is in line with the findings of Morrison et al (2020), who found that teachers are very aware of the importance of authenticity and working with real-world problems in PBL. However, although the driving question can be replaced with a central problem (Hasni et al, 2016), it has an important role in unifying the activities within a PBL unit (Thomas, 2000).…”

Section: Teachers' Implementation Of the Key Characteristicssupporting

confidence: 91%

“…Researchers have also reported that teachers consider irrelevance to subject teaching and an unfamiliar teaching style among the significant negative aspects of PBL (Viro et al, 2020). Implementation of PBL should focus on teaching twenty-first century skills, being studentcentred, and building strong and personal interaction between students and teachers (Morrison et al, 2020). This requires both teachers and students to take on new roles.…”

Section: Introductionmentioning

confidence: 99%

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The key characteristics of project-based learning: how teachers implement projects in K-12 science education

Markula

Aksela

2022

Discip Interdscip Sci Educ Res

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The aim of this multiple-case study was to research the key characteristics of project-based learning (PBL) and how teachers implement them within the context of science education. K-12 science teachers and their students’ videos, learning diaries and online questionnaire answers about their biology related PBL units, within the theme nature and environment, were analysed using deductive and inductive content analysis (n = 12 schools). The studied teachers are actively engaged in PBL as the schools had participated voluntarily in the international StarT programme of LUMA Centre Finland. The results indicate that PBL may specifically promote the use of collaboration, artefacts, technological tools, problem-centredness, and certain scientific practices, such as carrying out research, presenting results, and reflection within science education. However, it appeared that driving questions, learning goals set by students, students’ questions, the integrity of the project activities, and using the projects as a means to learn central content, may be more challenging to implement. Furthermore, although scientific practices had a strong role in the projects, it could not be defined how strongly student-led the inquiries were. The study also indicated that students and teachers may pay attention to different aspects of learning that happen through PBL. The results contribute towards a deeper understanding of the possibilities and challenges related to implementation of PBL and using scientific practices in classrooms. Furthermore, the results and the constructed framework of key characteristics can be useful in promoting research-based implementation and design of PBL science education, and in teacher training related to it.

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Section: Teachers' Implementation Of the Key Characteristicssupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

The key characteristics of project-based learning: how teachers implement projects in K-12 science education

Markula

Aksela

2022

Discip Interdscip Sci Educ Res

View full text Add to dashboard Cite

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“…This finding confirms the importance of characteristic local potential in an area, integrated into learning materials so that learning in schools be contextual. However, a real gap was found because many potential areas are not used as a learning material, such as findings from Zhang, et al (2020);Morrison, et al (2020) the creativity of teachers in using local learning resources is still low so that the impact on learning is not interesting in terms of content for students. Findings Chang, et al (2019) strengthening that learning resources that are theoretical and do not present examples that are familiar to students do not stimulate students' desire to master the concepts.…”

Section: Introductionmentioning

confidence: 99%

The Effect of 'Fish Diversity' Book in Kampar District on the Learning Motivation and Obstacles of Kampar High School Students through Online Learning during the COVID-19 Period

Yustina

Halim

Mahadi

2020

jiecr

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The study aims to analyze the effect of the fish diversity book in Kampar District on the learning motivation and obstacles of Kampar High School students through online learning during the COVID-19 period. This type of research is a quasi-experimental study with research subjects in class XI SMA Kampar (Kampar High School). In its implementation, students were given a motivational questionnaire in the beginning, after that they were given the task of studying the types of fish in Kampar through the book files of fish diversity in Kampar District through online learning. After online learning, the post-test was given using a questionnaire evaluation of the motivation and online learning obstacles questionnaire. Parameters: learning motivation with five indicators, ten indicators of online obstacles. Motivation data collection using pre-test and post-test. Data is presented and analyzed descriptively. The results obtained an average score of post-test student learning motivation (77.7) increased compared to before studying diversity book (65.9) with an N-gain index of 0.34, 74% of respondents said online learning was more effective, 50% of respondents stated the ordinary school is better than online learning. The implementation of fish species diversity books through online learning is effective in increasing student learning motivation, but it is less effective in motivating desires, appreciation, and not being attractive enough. The obstacles of online learning at Kampar High School include internet network facilities and field practicum during the COVID-19 period.

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“…For example, in the experimental class, students were challenged to make a device that was able to produce a more distant water rocket. Teachers can provide learning engagement by providing challenges to students (Duncan, 2020;Morrison et al, 2020). Meanwhile, in the comparison class that uses discovery learning, students learn to discover concepts through virtual lab experiments.…”

Section: Figure 1 the Problem-solving Skills Results Of Experiments Group And Comparison Groupmentioning

confidence: 99%

“…Through authentic challenges, students are conditioned to face challenges in real life. This challenge makes students carry out a continuous learning process by continuously revising their understanding so that what is understood can be following the modeling made (Morrison et al, 2020). This is very good for the development of students' abilities because the hope is that students are not only expected to be able to solve problems (questions) in school but can be automated in solving various problems faced in everyday life.…”

Section: Figure 1 the Problem-solving Skills Results Of Experiments Group And Comparison Groupmentioning

confidence: 99%

The Effect of STEM-PjBL and Discovery Learning on Improving Students' Problem-Solving Skills of Impulse and Momentum Topic

Purwaningsih

Sari

et al. 2020

JPII

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This study aims to investigate the effect of Science, Technology, Engineering, and Mathematics-Project Based Learning (STEM-PjBL) and discovery learning on students' problem-solving abilities. The research is a Quasi-Experiment with a Nonequivalent Pretest-Posttest Control Group Design. The participants involved are 53 students of class X from a high school in Malang, where 28 students studied with STEM-PjBL, and 25 students studied with discovery learning. This research was conducted on the subject of impulse and momentum. In this analysis, researchers have developed problem-solving tools with a particular field approach to impulse and momentum topics in order to obtain an instrument with a reliability ofÂ 0.81. This instrument collects student problem-solving data before and after learning both in the experimental class and in the comparison class. Problem-solving skills data were analyzed using descriptive statistics and inferential statistics. The results showed a significant difference in the scores of students' problem-solving abilities in the experimental class and the comparison class (p<0.05). The problem-solving ability in the experimental class (Md=78.74) was higher than the comparison class (Md=70.00). In STEM-PjBL learning, students are better trained and challenged to solve problems in everyday life. Compared to the comparison class, learning in the experimental class is more able to accommodate students' ideas and make students more interested in learning. In conclusion, STEM-PjBL has a significant positive effect on improving students' problem-solving abilities rather than discovery learning.

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Teachers’ Role in Students’ Learning at a Project-Based STEM High School: Implications for Teacher Education

Cited by 46 publications

References 48 publications

The key characteristics of project-based learning: how teachers implement projects in K-12 science education

The key characteristics of project-based learning: how teachers implement projects in K-12 science education

The Effect of 'Fish Diversity' Book in Kampar District on the Learning Motivation and Obstacles of Kampar High School Students through Online Learning during the COVID-19 Period

The Effect of STEM-PjBL and Discovery Learning on Improving Students' Problem-Solving Skills of Impulse and Momentum Topic

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