Tutoring In Project-Based Learning

Amamou, Sonia; Cheniti‐Belcadhi, Lilia

doi:10.1016/j.procs.2018.07.221

Cited by 47 publications

(38 citation statements)

References 4 publications

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“…In addition, Garcí a (2016) states that Project-based learning is a response to students' lack of contextualization and over-simplification and excessive abstraction of learning in schools. Amamou & Cheniti-Belcadhi (2018) show their agreement to García's statement in their recent work that PBL allows learners to be involved in the analysis of a given project and the search for possible contextualized learning. They consider the approach as a way to fully engage students in the construction of their knowledge by interacting with their peers and their environment.…”

Section: A Project-based Learning and Its Influences In Educationsupporting

confidence: 84%

Students’ Perception on the Teacher’s Orientation, Mentoring and Ongoing Support in Project-Based Learning: A Case Study in Vietnam

Cuong¹

2019

IJELE

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Project-Based Learning (PBL) has for long been an effective approach in education. It is widely incorporated in various educational contexts. While great emphasis has been put on its positive influences on students’ learning, teachers and students’ perspectives of the approach, and challenges in the process of implementing the approach in various contexts, interest in how students think of the teacher’s contribution remains fairly limited. The current study, therefore, is an effort to fill the gap by placing its focus on students’ perception on the teacher’s orientation, mentoring and ongoing support in Project-Based Learning in a Vietnamese context. Participants in the study are 174 freshmen coming from 4 seperated classes in the same course named Presentation skills in two different school years in Faculty of English Linguistics and Literature, University of Social Sciences and Humanities- Vietnam National University, HCMC, Vietnam. Data is systematically collected from a web-based questionnaire and students’ end-of-course reports in 2018 and early 2019. The results of the study reveal that the majority of the students highly appreciate and benefit from the teacher’s orientation, mentoring and ongoing support in PBL. Suggestions from the participants in the study are also noted as good references for the teacher’s upcoming teaching stratergies. The study contributes to the current understanding of PBL in education and provides solid support for further exploitation of other aspects of the approach in Asian contexts.

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Section: A Project-based Learning and Its Influences In Educationsupporting

confidence: 84%

Students’ Perception on the Teacher’s Orientation, Mentoring and Ongoing Support in Project-Based Learning: A Case Study in Vietnam

Cuong¹

2019

IJELE

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“…The data above show that PjBL based on local wisdom can improve creativity of the students in developing environmental learning media. This is in line with the result of the research of Zhou, Chen and Lingling Lou which states that learning that involves technology IT can increase students' creativity [13].…”

supporting

confidence: 86%

“…The two average scores above show that the use learning model PjBL based on local wisdom is effective in improving student creativity in developing environment learning media. The research conducted by Bertoncelli, Mayer and Lynass [14] indicates that creativity can be improved if the learning process is more comprehensible and how strong is the learning and the creativity training connected [13]. The average student score on creativity in creating the product can be seen in Figure 3 as follow.…”

Section: E Evaluationmentioning

confidence: 96%

Effectiveness of Project Learning Model Based on Local Wisdom in Improving Creativity to Develop Environment Learning Media

Retnowati¹,

Istiadi²,

Istiana³

2019

Proceedings of the 3rd Asian Education Symposium (AES 2018)

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The purpose of this research is to determine the effectiveness model development of Project Based Learning (PjBL) based on local wisdom in improving the creativity of the students of Educational Biology Department, Faculty of Teacher Training and Education, Pakuan University. This research applies Research and Method and Development Model ADDIE, consisting of Analysis, Design, Development, Implementation and Evaluation. The data are obtained from validation of three experts namely learning material expert, learning media expert, and learning model expert. The model effectivity testing is done by assessing the students' creativity and assessing their multimedia products. The steps model development are as follows: analysing the needs, designing learning model, developing learning model, validating learning model done by the experts, applying the learning model in classes and evaluating the model. The product created by the students from the learning model PjBL based on local wisdom is a multimedia video about local wisdom. Based data analysis, it can be concluded that the combination of developing learning model Project Based Learning based on local wisdom can improve student creativity in developing environmental learning media. The creativity average score in model experiment class is 74.44 and in implementation class it is 75.12 (scales 1-100), and the average score for multimedia product in experiment class is 2.5 and in model implementation class 2.77 (scales 1-3).

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“…The curriculum being implemented currently in national education system is 2013 Curriculum which emphasizes cognitive and knowledge aspects as well as developing attitude, knowledge, and skills. In accordance with the 2013 Curriculum, learning process which has been carried out should not only concern with delivering the materials but also with the students' involvement during learning and students abilities in completing projects [3]. Hence, teachers should be able to select the appropriate learning model.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Project-based Learning Model to Improve Students' Cognitive Skills

Hermanto¹,

Sarwi²,

Yusuf³

2020

Proceedings of the Proceedings of the 5th International Conference on Science, Education and Technology, ISET 2019, 29th June 2

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This study aims to describe the use of project-based learning model to improve students' cognitive skills after participating in the project-based learning process. This study employed a quantitative approach using experimental method. The design used in this study was non-equivalent control group design. This study was conducted at SD A, SD B, and SD C Cirebon with 105 fourth graders as the research subjects. The subjects, consisting of 72 students in the experiment group and 33 students in the control group, were selected using simple random sampling technique. The instrument used was test in the form of pretest and posttest. Students' cognitive skills were measured based on the improvement in students' learning outcomes by comparing the result of pretest and posttest. From the result, it can be concluded that project-based learning can improve students' cognitive skills of four graders for animal life cycle lesson. The average learning outcomes increase from sufficient to good category. Classical learning mastery increases from less good to excellent category.

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Tutoring In Project-Based Learning

Cited by 47 publications

References 4 publications

Students’ Perception on the Teacher’s Orientation, Mentoring and Ongoing Support in Project-Based Learning: A Case Study in Vietnam

Students’ Perception on the Teacher’s Orientation, Mentoring and Ongoing Support in Project-Based Learning: A Case Study in Vietnam

Effectiveness of Project Learning Model Based on Local Wisdom in Improving Creativity to Develop Environment Learning Media

Effectiveness of Project-based Learning Model to Improve Students' Cognitive Skills

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