The Impact of Implementing an Educational Project, the Solar Village, on Pupils, Teachers, and Parents

Hugerat, Muhamad; Ilaiyan, Salman; Zadik, Rena; Zidani, Saleem; Zidan, Raid; Toren, Zehava

doi:10.1023/b:jost.0000031266.50184.b1

Cited by 7 publications

(8 citation statements)

References 5 publications

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“…([4], p. 28) In general, this category includes justifications according to which PBSTL would enable the development of thought processes deemed to be higher order cognitive skills, such as divergent and convergent thinking, problem-solving and metacognition ( [3][4][5]21,33]); critical and analytical thinking ( [11,46]); autonomy, self-discipline and responsibility ( [3,4,19,42]); and creative skills and curiosity ([4,6,11,17,24,47]). The development of interpersonal skills also falls under this PBSTL justification category: the ability to work with others and forge teamwork and interpersonal skills ( [3,4,6,11,15,19,24]). …”

Section: Acquisition By Students Of Non-specific Sandt Knowledge and Comentioning

confidence: 99%

“…For these authors, PBSTL would improve motivation and interest ([4,13,24,26,33,42,46]); attitude ( [2,26,46]); self-efficacy, self-esteem or self-image ( [2,3,13,24,27]); and even enthusiasm towards S&T ( [3]). …”

Section: Student Motivation and Interest In Sandt Are Increasedmentioning

confidence: 99%

“…(b) Approximately half of the studies in this category (describe the impact of PBSTL on students) used other techniques to collect data than pre-and post-tests. These studies often used questionnaires to gather students' and teachers' views on what was learned from project-based learning (for example, [3,4,15,24]). In some of these studies, the authors also used a variety of other data collection tools.…”

Section: Categories Of Research Questions (Or Goals)mentioning

confidence: 99%

“…For example, in study [24], 'the vast majority of teachers (93.3%) said that the project's objectives were widely accepted at school; and all teachers (100%) agreed that the project's impact was positive' (p. 282). This adherence by teachers to this approach seems to be justified by the fact that the perceived benefits for students outweigh the difficulties.…”

Section: Students' and Teachers' Perceptions Of The Benefits And Chalmentioning

confidence: 99%

See 3 more Smart Citations

Trends in research on project-based science and technology teaching and learning at K–12 levels: a systematic review

Hasni

Bousadra

Belletête

et al. 2016

Studies in Science Education

101

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Project-based teaching is nothing new; it originates from the work of authors like Dewey and Kilpatrick. Recent decades have seen renewed interest in this approach. In many countries, it is currently considered to be an innovative approach to science and technology (S&T) teaching. In this article, we present a systematic review of what recent scientific publications teach us about this approach: How is this approach identified in these publications? How is the use of this approach in school S&T justified? What are the main research questions covered by studies in the field? What do these studies on this approach teach us? To answer these questions, we have selected and analysed articles published, between 2000 and 2014, in journals that are specialised in school science and technology education and that are indexed in ERIC database. In the synthesis based on this analysis, we present: (a) the theoretical constructs used by the authors to refer to this approach and the features identified to define it; (b) the justifications for this approach; (c) the research questions covered by studies in the field; (d) the data collection and analysis methods used in these studies; and (e) the main findings. In addition to presenting a synthesis of current research in this field, we offer a critical discussion thereof with a focus on two aspects, namely the way PBSTL is conceptualised and the rigour of the research methods used to ensure the validity of findings.

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Section: Acquisition By Students Of Non-specific Sandt Knowledge and Comentioning

confidence: 99%

Section: Student Motivation and Interest In Sandt Are Increasedmentioning

confidence: 99%

Section: Categories Of Research Questions (Or Goals)mentioning

confidence: 99%

Section: Students' and Teachers' Perceptions Of The Benefits And Chalmentioning

confidence: 99%

See 2 more Smart Citations

Trends in research on project-based science and technology teaching and learning at K–12 levels: a systematic review

Hasni

Bousadra

Belletête

et al. 2016

Studies in Science Education

101

View full text Add to dashboard Cite

show abstract

“…Em outro artigo, Hugerat et al (2004) avaliaram os impactos desses projetos de construção de modelos solares em três escolas israelenses. Na análise de questionários, foi possível constatar que esse tipo de trabalho tem grande aprovação por parte de estudantes, professores e pais, contando com repercussões positivas, tanto na aprendizagem dos conteúdos quanto socialmente.…”

Section: B) Pesquisas Estrangeiras Associadas Ao Tema Energia Solarunclassified

Pesquisas sobre ensino de energia em periódicos nacionais e internacionais: desafios para educação Ciência-Tecnologia-Sociedade (CTS)

Ramos

Fernandes-Sobrinho

Santos

2017

Cad. bras. Ens. Fís.

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É consenso que a problemática energética global é permeada por uma diversidade de fatores, como preços e disponibilidade de recursos naturais; mas se deve, sobretudo, aos confortos e prosperidades tão defendidas desde a civilização industrial. Apesar disso, defende-se que melhor seria alcançar um desenvolvimento sem crescimento, visto que crescer de forma sustentável é sempre contraditório. Considerando que esses assuntos devem ser refletidos no âmbito de pesquisas em ensino de matriz energética, realiza-se, neste artigo, uma análise qualitativa de 37 estudos publicados no período de 1988 a 2013, em periódicos nacionais e internacionais das áreas de Educação e (ou) Ensino de Ciências de estratos webqualis A1, A2 e B1, em 2013, segundo a Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes); com objetivo de inventariar conhecimentos construídos, bem como, identificar se a discussão em torno da contradição do modelo de crescimento ilimitado vem sendo contemplada. No geral, constatou-se grande inquietação com o ensino conteudista, praticado de modo acrítico, nas diferentes disciplinas escolares (como Física, Química, Biologia, Ciências, Geografia, entre outras), com sinalizações de que a educação Ciência-Tecnologia-Sociedade (CTS) pode ser um caminho para sua ressignificação. No entanto, um aspecto por demais preocupante diz respeito ao silenciamento, em grande parte desses estudos, quanto à necessidade de se dedicar mais à problematização do modelo socioeconômico vigente, mormente no sentido de evidenciar que as demandas por energia, impostas pelo consumo desenfreado, são claramente insuportáveis.

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Incorporating Sustainability into Chemistry Education by Teaching through Project-Based Learning

Hugerat

2020

ACS Symposium Series

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The Impact of Implementing an Educational Project, the Solar Village, on Pupils, Teachers, and Parents

Cited by 7 publications

References 5 publications

Trends in research on project-based science and technology teaching and learning at K–12 levels: a systematic review

Trends in research on project-based science and technology teaching and learning at K–12 levels: a systematic review

Pesquisas sobre ensino de energia em periódicos nacionais e internacionais: desafios para educação Ciência-Tecnologia-Sociedade (CTS)

Incorporating Sustainability into Chemistry Education by Teaching through Project-Based Learning

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