The reflections of student teachers on project based learning and investigating self evaluation versus teacher evaluation

Başbay, Makbule; Ateş, Alev

doi:10.1016/j.sbspro.2009.01.044

Cited by 18 publications

(15 citation statements)

References 7 publications

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“…The tutor's role in project-based learning is different from traditional direct-instruction methods depending lectures and textbooks 9) . Previous researchers have identified important dimensions of tutor performance that stimulate the learning process in project-based learning 19,20) . Instructors should recognize their role as facilitators and provide a flexible learning environment for project-based learning, and students need to take responsibility for their own learning.…”

Section: Discussionmentioning

confidence: 99%

“…Project-based learning is a method that intends to develop learning by allowing learners to build knowledge through learning and application of projects that are real and relevant to the subject being studied 17,18) . Furthermore, the model not only makes the connection between theoretical information and practice, but also enables students to reflect on their own learning 19) and to initiate brainstorming, discussions and identification of learning issues 20,21) . The models integrating projectbased learning have their scientific basis in generating learning processes in which students are not passive recipients of knowledge 15) and practically investigate solutions to a problem 18,22) .…”

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confidence: 99%

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Incorporation of Project‐based Learning into an Occupational Health Course

Dehdashti

Mehralizadeh

Kashani

2013

Journal of Occupational Health

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Incorporation of Project‐based Learning into an Occupational Health Course: Alireza DEHDASHTI, et al. Occupational Health Department, Faculty of Health, Research Center for Social Determinants of Health, Semnan University of Medical Sciences, Iran— Objective Use of an appropriate teaching approach is a major concern for faculty members who are involved in occupational health and safety academic education. The challenge is to explore teaching tools to equip students with knowledge and skills to prepare them for their practices, in which they will encounter occupational health and safety issues in various occupational settings. The current study presents the design and implementation of a team project‐based learning approach for undergraduate occupational health students to examine the appropriateness and perceptions of students and educators with regard to such a learning experience. Methodology: Steps were taken to guide the educators and students through the learning process based on projects completed in teams. The research tools for collecting data were a questionnaire and semi‐structured interviews with participants. Results The results illustrated that use of the proposed teaching approach as part of occupational health education may have the potential to motivate and enhance the active roles of educators and students in the learning process, and improve students' technical and social skills that are crucial for practice in the occupational health field. Conclusions The study findings showed that project‐based learning may provide a promising teaching strategy in the education and training of occupational health students. In addition, academic institutions should encourage educators to plan, introduce and evaluate the effectiveness of project‐based learning.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Incorporation of Project‐based Learning into an Occupational Health Course

Dehdashti

Mehralizadeh

Kashani

2013

Journal of Occupational Health

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“…One of the group activities that can be highlighted because of its good results is the technical visits to sites where students become familiar with the work systems necessary for shaping their projects, as a multilevel resource that is beneficial for a collaborative evaluation system (Başbay & Ateş, 2009), (Frances Lawrenz, Thao, & Johnson, 2012). This is far from the typical activity in which, without establishing a prior context or introductory premises, students are exclusively shown the inside of factory or plant and its major elements of production for a short time (Siu, 2007), (Markom et al, 2011).…”

Section: Teaching Methodologymentioning

confidence: 99%

Reliability Analysis of the Application of a Catalogue of Tutored and Evaluable Activities as a System to Structure the Contents of the So-Called Courses End of Degree or/and Master Project, “Edmp”

Suffo¹,

García‐Morales²

2016

INTED2016 Proceedings

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Even before the enactment of the new university regulatory framework defined in Europe by the "Bologna process", the University of Cadiz "UCA" (South-Spain) carried out pilot experiences to develop the accomplishment of final reports of several university degrees or/and masters. One of the first conclusions to be drawn from these first written reports was the significant arbitrariness and the disparities that defined the contents and methodology of the new courses called End Degree or/and Master Project (EDMP) included in the modules so appointed. In order to unify criteria and implement these experiences, it was then necessary to design a catalogue of training and tutored activities, to be used as a basis to assess the EDMP´s contents. Once the catalogue was designed, one subject was selected for its implementation. Finally, a rubric document was also applied to analyze the reliability of the evaluation and selection criteria, which was based on aspects such as the public presentation of works or performing a technical research. Results revealed that the original assessment criteria proposed may not be the most appropriate.

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“…In this study students establish the ranking to improve their lecturers teaching strategies. Başbay and Ateş (2009) discussed the importance of project-based learning in one of the goal of developing in students the ability to find effective solutions to problems in real life. In this investigation Başbay and Ateş compare as well self-evaluation and teacher evaluation method in the learning process.…”

Section: Coevaluation and It Significance In Learningmentioning

confidence: 99%

Coevaluation and Grading of Engineering Students in Venezuela Using AHP

Smith-Perera¹,

Rojas-Lima²

2013

Proceedings of the International Symposium on the Analytic Hierarchy Process

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Knowledge transfer among peers can favor learning. On the other hand, coevaluation, as understood in this investigation, implies the evaluation of peers' assessment when transferring knowledge developed by them. Additionally, knowledge transfer and coevaluation contribute in the development of certain competences in assignments that comprise: 1) sharing the results with the whole class, 2) analysis, 3) commitment and 4) responsibility. However, objectivity when assessing peer performance is an issue and a concern, basically due to the fact that, although peers are recipients of the information being shared, they do not get involved in the evaluation as stakeholders. As part of the evolution of learning, students need to evolve to recognize their capability to evaluate, since for some, peer evaluation can be intimidating. In this investigation, the use of AHP have been applied in three courses and to a total of 103 students in engineering at Universidad Metropolitana, particularly those almost at the end of their programs to investigate the feasibility of getting a more objective coevaluation of students by their peers. Methodology, results and final grading are discussed and next steps are presented. There is still much to do in this area to get objectivity from evaluation since high inconsistencies were found and final grading allocation has not yet been defined. However, AHP is still considered the best technique to address this problem.

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The reflections of student teachers on project based learning and investigating self evaluation versus teacher evaluation

Cited by 18 publications

References 7 publications

Incorporation of Project‐based Learning into an Occupational Health Course

Incorporation of Project‐based Learning into an Occupational Health Course

Reliability Analysis of the Application of a Catalogue of Tutored and Evaluable Activities as a System to Structure the Contents of the So-Called Courses End of Degree or/and Master Project, “Edmp”

Coevaluation and Grading of Engineering Students in Venezuela Using AHP

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