The effect of project based learning in “ratio, proportion and percentage” unit on mathematics success and attitude

Özdemir, Ahmet Şükrü; Yildiz, Filiz; Yildiz, Sevda Göktepe

doi:10.30935/scimath/9417

Cited by 12 publications

(5 citation statements)

References 2 publications

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“…In other words, PBL induces students to develop self-learning skills, which are very important in the new age of information technology. According to Özdemir, Yildiz and Yildiz (2015), using a project-based learning approach induces a creative classroom atmosphere; students generally perceive project work as enjoyable and entertaining.…”

Section: Project-based Learning (Pbl)mentioning

confidence: 99%

How Project-Based Learning promotes 7th grade students' motivation and attitudes towards studying biology

Kortam¹,

Ahmad²,

Hofstein³

et al. 2018

ARISE

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Students' attitudes and motivations affect their learning process and their academic success. The purpose of the present study is to examine the influence of the use of Project-Based Learning (PBL) on Arab sector middle-school students' attitudes and motivation towards biology. The study was conducted using a mixed design, quantitative as well as qualitative. The quantitative part took the form of questionnaires and the qualitative part consisted of a semi-structured interview with students. In this quasi experimental study, the research population consisted of 178 7th grade students of the Arab sector in northern Israel. The study's findings indicate that an intervention program consisting mainly of combining the teaching of biology with PBL resulted in both increased motivation among students and more positive attitudes towards biology. Students reported greater pleasure, curiosity, interest and cooperation as a result of using PBL in learning about the cell in biology. Introduction of PBL into standard teaching can bring about improvements in both students' motivation and their attitudes. It may be argued that the intervention that was applied in this case contributed to the improvement. The results helps in the formulation of recommendations for applying the PBL in biology and perhaps in other subjects as well.

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Section: Project-based Learning (Pbl)mentioning

confidence: 99%

How Project-Based Learning promotes 7th grade students' motivation and attitudes towards studying biology

Kortam¹,

Ahmad²,

Hofstein³

et al. 2018

ARISE

View full text Add to dashboard Cite

show abstract

“…Students' level of collaboration and the willingness to narrate their own understanding will improve through participation in project-based teaching, learning and assessment [31,40,47,51,52].…”

Section: Project-and Research-based Pedagogymentioning

confidence: 99%

“…Findings from literature reveal that when a lecturer facilitates group work effectively, and there is cooperation and discussion among groups, students will be able to deal with the subjects thoroughly and contribute to each other's learning [47,52,63]. Through collaboration, students become friends with the openness to give each other constructive feedback and help each other reach personal goals [40].…”

Section: Project-and Research-based Pedagogymentioning

confidence: 99%

A Heuristic Determination of Innovative Pedagogical Practices for an Online or Blended Context

Govender,

Booyse

2024

Education and Human Development

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Exploring innovative pedagogical practices always includes the matter of how to seek the rationale for engagement, ways of dealing with a concept and how to approach solving a problem. Innovation is viewed as a particular type of problem-solving behaviour that entails refocus of attention and search for alternatives outside the existing domain of standard operations. Exploring innovative pedagogical practices always includes the matter of how to seek the rationale for engagement, ways of dealing with a concept and how to approach solving a problem. This qualitative study was undertaken by a renowned higher education institution in South Africa to explore innovative pedagogical and assessment practices in an online and blended context across beginner student development programmes. It was a heuristic inquiry mainly situated within the social constructivist theory of knowledge and aligned with a phenomenological research model and understanding. The study first explored the existing and standard routines to assist in heuristic-based discovery and action towards making suggestions for improvement and recommendations to enhance practice and ensure increased engagement. The findings point to the need for students’ improved ability to reflect on their own learning by making them more conscious of their own learning and levels of understanding (“I know what I’ve learnt and why”). Deeper insight is needed to develop students’ ability in self-reflection and self-directed learning and to seek insights and gain new skills. The recommendations included reference to collective sense-making, discovery-based and experiential instructional designs, a flipped classroom approach and engaging students in reflective practices through project- and research-based pedagogy.

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“…Apart from being allegedly a form of teaching that is very relevant to the principles of science as a process (Crippen et al, 2016) and has a positive impact on student learning outcomes in general (Fini et al, 2018). The implementation of inquiry-based learning is believed to help achieve cognitive learning outcomes and social skills (Ozdemir et al, 2015), which increases students' higher-order thinking skills (Prayoonsri et al, 2015). This opinion is in line with the statement that new skills in learning can be raised through collaborative activities (Miller & Krajcik, 2019).…”

Section: Learning Interventions and Key Components Of Metacognitive R...mentioning

confidence: 99%

Metacognition in Science Learning: Bibliometric Analysis of Last Two Decades

Wirzal

Halim

Nordin

et al. 2022

Jurnal. Penelitian. Pengkajian. Ilmu. Pendidikan. e-Saintika

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The main objective of this study was to map (1) the research of metacognition in science learning; (2) learning interventions used and metacognition’s key components that learned, integrated, and investigated; and (3) future research recommendations of metacognition research in science learning. We analyzed 438 scientific documents published in journals and books indexed in the Scopus database using VOSviewer software to visualize research trends and main keywords investigated of metacognition in science learning. The research findings show that research in the field of metacognition in science learning through the metacognition as attribution that integrated into learning interventions and as a learning outcome has increased in the last two decades. Scientific concepts understanding, critical thinking skills, motivation, and attention are the main goals in metacognition research. Inquiry-based learning, such as problem-based learning, is the most frequently used intervention to teach students metacognition. The research gaps found are (1) the cognitive regulations are the most investigated aspect, while cognitive aspects such as declarative knowledge, procedural knowledge, and conditional knowledge have not been widely investigated in science learning; (2) metacognition research on college students has a high frequency compared to school students; and (3) the integration of metacognition in online learning is still less investigated, this is indicated by the recommendations of several research results that encourage the integration of self-regulated learning into online learning.

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The effect of project based learning in “ratio, proportion and percentage” unit on mathematics success and attitude

Cited by 12 publications

References 2 publications

How Project-Based Learning promotes 7th grade students' motivation and attitudes towards studying biology

How Project-Based Learning promotes 7th grade students' motivation and attitudes towards studying biology

A Heuristic Determination of Innovative Pedagogical Practices for an Online or Blended Context

Metacognition in Science Learning: Bibliometric Analysis of Last Two Decades

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