Teaching a Standalone Optics and Lasers Course Using Project-Based Learning

Clark, Renee M.; Wang, Mohan; Splain, Zachary; Chen, Kevin P.

doi:10.1109/te.2020.2976645

Cited by 7 publications

(5 citation statements)

References 17 publications

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“…Laser teaching is essential because it is technologylinked, authentic and relevant to the real world, and related to interdisciplinary science (Clark et al, 2019;Jaime et al, 2016;Li et al, 2017;Prinsloo & Deventer, 2017;Wengrowicz et al, 2017). Several universities in China, Taiwan, and the United States have used PBL to teach laser and optics materials to improve students' design skills, knowledge management skills, confidence, and professionalism for the future (Bilgin et al, 2015;Clark et al, 2020;Tsybulsky & Muchnik-Rozanov, 2019). Learning about laser technology also involves interdisciplinary integration that includes science (physics), technology (electronics, electrical, mechanical), and mathematics (STEM) (Spencer et al, 2014).…”

Section: Laser Technologymentioning

confidence: 99%

Transdisciplinary STEM education based on Among’s philosophy implementation against engineering problem-solving and motivation: The case monochromatic light, simple laser project

Suhartono,

Cari,

Sarwanto

et al. 2023

EURASIA J Math Sci Tech Ed

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This study applied transdisciplinary STEM based on Among’s philosophy. This innovative program provides experiences using project-based learning (PBL) with limited laboratory facilities for technology learning. Involved 53 pre-service physics teachers in a physics laboratory course with the affordable cost laser creation project. STEM program using correlation study with a pre-experiment one-group pre-/post-test design approach. The instruments used include an engineering problem-solving cognition test and a motivational questionnaire regarding attitude, interest, and learning response, as well as reinforced by project report documentation. The results showed a significant improvement in engineering problem-solving cognition and motivation in STEM, with a moderately strong correlation between them. Among’s method and lab hands-on engagement contribute to a better engineering understanding and positively impact motivation. Utilizing equipment and materials at affordable costs can effectively integrate technology and engineering into practices.

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Section: Laser Technologymentioning

confidence: 99%

Transdisciplinary STEM education based on Among’s philosophy implementation against engineering problem-solving and motivation: The case monochromatic light, simple laser project

Suhartono,

Cari,

Sarwanto

et al. 2023

EURASIA J Math Sci Tech Ed

View full text Add to dashboard Cite

show abstract

“…In China, researchers have begun to realize that project-based learning plays a prominent role in students' ability development, but at present, project-based learning has not become the mainstream trend (Zhang & Su, 2018). In higher education, there is more research on project-based learning in a certain course (Ståhl, Sandahl, & Buffoni, 2022;Dogara, Saud, Kamin, & Nordin, 2020;Fan et al, 2023;Hernández-Mangas, & Álvarez, 2021;Clark, Wang, Splain, & Chen, 2020;Jordens, Wilmart, Garone, Kinnaert, & Catoire, 2022), but there is no research on project-based learning in the whole professional direction. Higher vocational education is to cultivate high-quality and compound technical and skilled talents.…”

Section: Introductionmentioning

confidence: 99%

Taking the Software Technology Specialty as an Example to Construct the Professional Knowledge List with Project-Based Learning Method

Tang,

Zou

2023

JSS

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Project-based learning is learner-led, team-oriented, and focuses on self-driven growth. It is conducive to cultivating creativity, teamwork and leadership, self-learning ability, and the ability to plan and execute projects. At present, the research of project-based learning mainly focuses on a certain course, and there is no research on the construction of project-based learning knowledge system from the perspective of professional talent training. This paper constructs the knowledge system of project-based learning based on the talent training plan, and takes the software technology specialty as an example to illustrate the construction method of the knowledge system of project-based learning. Finally, it summarizes the specific project-based learning practice. Practice has proved that project-based learning knowledge system can help students master the relevance between various courses, the relevance is intuitive, the designed projects can be realized by students themselves, which increases students' self-confidence and learning passion.

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“…There are no relevant research results on "project-based learning performance evaluation" found on CNKI. When querying for "Project based learning achievement evaluation" in IEEE Explore, most of the query results only contain the Project based learning keywords (Herrero-de Lucas, Martínez-Rodrigo, de Pablo, Ramirez-Prieto, & Rey-Boué, 2022;Hernández-Mangas & Álvarez, 2021;Morais, Ferreira, & Veloso, 2021;Yang, 2021), and they are basically related to a certain course (Rengifo & Bravo, 2020;Dogara, Saud, Kamin, & Nordin, 2020;Kondo & Hazeyama, 2022;Galkin & Vorobyov, 2017;Frontera & Rodríguez-Seda, 2021;Clark, Wang, Splain, & Chen, 2020). Only one of them had the keyword evaluation (Hernández-Mangas & Álvarez, 2021), but the paper studied the role of double-loop current regulator in Power and Control Electronics Technology Application Course.…”

Section: Introductionmentioning

confidence: 99%

Exploration of Academic Performance Evaluation in Project-Based Learning

Zou¹,

Xue²,

Gang³

et al. 2023

JSS

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The main body of project-based learning is students, which is different from the traditional teaching mode where teachers are the main body. So the main body for evaluating academic performance in project-based learning should also be students rather than teachers. However, there is currently very little research on the evaluation of project-based learning performance. This article combines the characteristics and practical experience of project-based learning to explore a set of evaluation standards that combine Mandatory indicators and flexible indicators. This standard has the characteristics of supervision, encouragement, fairness, and flexibility, and has been tested with practical courses. The test result indicates that the evaluation indicators are reasonable and feasible.

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Teaching a Standalone Optics and Lasers Course Using Project-Based Learning

Cited by 7 publications

References 17 publications

Transdisciplinary STEM education based on Among’s philosophy implementation against engineering problem-solving and motivation: The case monochromatic light, simple laser project

Transdisciplinary STEM education based on Among’s philosophy implementation against engineering problem-solving and motivation: The case monochromatic light, simple laser project

Taking the Software Technology Specialty as an Example to Construct the Professional Knowledge List with Project-Based Learning Method

Exploration of Academic Performance Evaluation in Project-Based Learning

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