Two Project Methods: Preliminary observations on the similarities and differences between William Heard Kilpatrick’s project method and John Dewey’s problem-solving method

Sutinen, Ari

doi:10.1111/j.1469-5812.2011.00772.x

Cited by 11 publications

(5 citation statements)

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“…A review by Thomas rationalized that the essential components of problem-based learning align with some of the PjBL criteria. Other authors − have argued that PjBL is not synonymous with PBL. Both problem-based learning and project-based learning are referred to as “PBL”, which adds to the confusion.…”

Section: Project-based Learning and Problem-based Learningmentioning

confidence: 99%

Promoting Systems Thinking Using Project- and Problem-Based Learning

Nagarajan

Overton

2019

J. Chem. Educ.

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With a growing number of global challenges related to the environment, water, public health, and energy, there is an imminent need to teach chemistry in the context of its interconnectedness with other systems. Project-and problem-based learning are student-centered learning approaches which offer educators the opportunity to engage learners in solving complex real-world problems. By choosing a globally relevant project/problem and requiring students to utilize scientific methods to solve the problem, both problem-based learning and project-based learning are excellent strategies for educators to teach chemistry using a systems approach. This review summarizes key research studies which utilize project-and problem-based learning in the context of enabling learners to confront global problems and the wide applicability of these approaches to systems thinking.

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Section: Project-based Learning and Problem-based Learningmentioning

confidence: 99%

Promoting Systems Thinking Using Project- and Problem-Based Learning

Nagarajan

Overton

2019

J. Chem. Educ.

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“…Several research results have described the advantages of using PjBL for better student academic achievement (Jerome et al, 2017;Kokotsaki et al, 2016). Sutinen (2013) explained that the PjBL model has a philosophy of meaningful learning by providing analogies for academic problems with phenomena in the student's environment. The provision of authentic phenomena in implementing the PjBL model is in accordance with the principles of learning that can be understood, focused, and attention to students' growth and cognitive needs (Mastrothanasis et al, 2018).…”

Section: Pjbl Impact On Students' Ctmentioning

confidence: 99%

The Impact of Project-Based Learning (PjBL) Model on Secondary Students’ Creative Thinking Skills

Biazus

Mahtari

2022

IJECE

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This study aims to identify the impact of using the project-based learning (PjBL) model compared to the direct instruction learning model on secondary school students' creative thinking (CT) skills. Quasi-experimental with pretest-posttest control group design was carried out to achieve the research objectives. Fifty secondary school students randomly chosen as experimental group (n = 25) and control group (n = 25) participated in the study. Eight essay tests were used to collect students' CT based on fluency, flexibility, originality, and elaboration indicators. Data were analyzed descriptively (n-gain) and statistically using paired t-test and independent sample t-test. The result shows that students' CT significantly improved after learning for the experimental group (n-gain = 0.47; p < 0.05) and the control group (n-gain = 0.25; p < 0.05). However, students' CT in the experimental group was significantly different compared to the control group achievement (p < 0.05). Thus, the conclusion proposed that the PjBL model significantly impacts secondary school students' CT skills on the temperature and expansion material.

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“…3) Gyakorlati tevékenységek megvalósítása a meghatározott cél elérése érdekében; 4) A projekt eredményeinek értékelése (Sutinen, 2013).…”

Section: A Projektmódszer Feltételeiunclassified