Implementation and Assessment of Project-Based Learning in a Flexible Environment View Full Text


Ontology type: schema:ScholarlyArticle     


Article Info

DATE

2003-10

AUTHORS

Yaron Doppelt

ABSTRACT

Project-based learning (PBL) is a well-known method for imparting thinking competencies and creating flexible learning environments. Advancing low-achieving pupils is an on-going challenge for educational systems. Routing low-achievers into low-learning tracks creates a vicious circle. In order to extract pupils and their teachers from the on-going cycle of failure, and to promote pupils cognitively and emotionally, four steps were taken: defining significant goals for the pupils as well as for the teachers, changing the learning environment, carrying out original projects taking advantage of the pupils' special skills and abilities, and changing assessment methods for project-based learning activities in a computerized environment. This paper presents a continuous field research that has used qualitative and quantitative tools for exploring pupils' progress in the affective and the cognitive domains. The research tools were: Analysis of pupils' portfolios, observations of class activities, interviews with pupils, teachers and school management, achievements in the matriculation examinations, and assessment of pupils' projects. The findings indicate that scientific-technological PBL elevated pupils' motivation and self-image at all levels and achieved significant affective learning. The activities over three years are summarized and show an increase in the number of students achieving the college admittance requirements. Most of the low-achieving pupils succeeded with distinction in the same matriculation exams that the high-achievers did in the same school. More... »

PAGES

255-272

References to SciGraph publications

  • 1998. Science Learning Environments: Assessment, Effects and Determinants in INTERNATIONAL HANDBOOK OF SCIENCE EDUCATION
  • 2000-05. Majoring in Technology Studies at High School and Fostering Learning in LEARNING ENVIRONMENTS RESEARCH
  • Identifiers

    URI

    http://scigraph.springernature.com/pub.10.1023/a:1026125427344

    DOI

    http://dx.doi.org/10.1023/a:1026125427344

    DIMENSIONS

    https://app.dimensions.ai/details/publication/pub.1039118162


    Indexing Status Check whether this publication has been indexed by Scopus and Web Of Science using the SN Indexing Status Tool
    Incoming Citations Browse incoming citations for this publication using opencitations.net

    JSON-LD is the canonical representation for SciGraph data.

    TIP: You can open this SciGraph record using an external JSON-LD service: JSON-LD Playground Google SDTT

    [
      {
        "@context": "https://springernature.github.io/scigraph/jsonld/sgcontext.json", 
        "about": [
          {
            "id": "http://purl.org/au-research/vocabulary/anzsrc-for/2008/1303", 
            "inDefinedTermSet": "http://purl.org/au-research/vocabulary/anzsrc-for/2008/", 
            "name": "Specialist Studies In Education", 
            "type": "DefinedTerm"
          }, 
          {
            "id": "http://purl.org/au-research/vocabulary/anzsrc-for/2008/13", 
            "inDefinedTermSet": "http://purl.org/au-research/vocabulary/anzsrc-for/2008/", 
            "name": "Education", 
            "type": "DefinedTerm"
          }
        ], 
        "author": [
          {
            "affiliation": {
              "alternateName": "Technion \u2013 Israel Institute of Technology", 
              "id": "https://www.grid.ac/institutes/grid.6451.6", 
              "name": [
                "Science & Technology Youth Center, Technion, Israel Institute of Technology, Israel"
              ], 
              "type": "Organization"
            }, 
            "familyName": "Doppelt", 
            "givenName": "Yaron", 
            "id": "sg:person.016622473075.02", 
            "sameAs": [
              "https://app.dimensions.ai/discover/publication?and_facet_researcher=ur.016622473075.02"
            ], 
            "type": "Person"
          }
        ], 
        "citation": [
          {
            "id": "https://doi.org/10.1016/0959-4752(95)00007-p", 
            "sameAs": [
              "https://app.dimensions.ai/details/publication/pub.1001658347"
            ], 
            "type": "CreativeWork"
          }, 
          {
            "id": "sg:pub.10.1023/a:1026548211500", 
            "sameAs": [
              "https://app.dimensions.ai/details/publication/pub.1008379790", 
              "https://doi.org/10.1023/a:1026548211500"
            ], 
            "type": "CreativeWork"
          }, 
          {
            "id": "https://doi.org/10.1080/0263514940120206", 
            "sameAs": [
              "https://app.dimensions.ai/details/publication/pub.1014812001"
            ], 
            "type": "CreativeWork"
          }, 
          {
            "id": "https://doi.org/10.1002/(sici)1098-237x(200001)84:1<27::aid-sce3>3.0.co;2-8", 
            "sameAs": [
              "https://app.dimensions.ai/details/publication/pub.1019363182"
            ], 
            "type": "CreativeWork"
          }, 
          {
            "id": "https://doi.org/10.1080/0263514990170202", 
            "sameAs": [
              "https://app.dimensions.ai/details/publication/pub.1020235910"
            ], 
            "type": "CreativeWork"
          }, 
          {
            "id": "https://doi.org/10.1002/tea.3660320408", 
            "sameAs": [
              "https://app.dimensions.ai/details/publication/pub.1023819549"
            ], 
            "type": "CreativeWork"
          }, 
          {
            "id": "https://doi.org/10.1080/0263514950130204", 
            "sameAs": [
              "https://app.dimensions.ai/details/publication/pub.1027196560"
            ], 
            "type": "CreativeWork"
          }, 
          {
            "id": "https://doi.org/10.1080/0937445940060211", 
            "sameAs": [
              "https://app.dimensions.ai/details/publication/pub.1051229245"
            ], 
            "type": "CreativeWork"
          }, 
          {
            "id": "https://doi.org/10.21061/jots.v24i1.a.2", 
            "sameAs": [
              "https://app.dimensions.ai/details/publication/pub.1068906253"
            ], 
            "type": "CreativeWork"
          }, 
          {
            "id": "https://doi.org/10.21061/jots.v26i2.a.3", 
            "sameAs": [
              "https://app.dimensions.ai/details/publication/pub.1068906298"
            ], 
            "type": "CreativeWork"
          }, 
          {
            "id": "https://doi.org/10.21061/jots.v28i1.a.4", 
            "sameAs": [
              "https://app.dimensions.ai/details/publication/pub.1068906333"
            ], 
            "type": "CreativeWork"
          }, 
          {
            "id": "https://doi.org/10.21061/jte.v14i1.a.2", 
            "sameAs": [
              "https://app.dimensions.ai/details/publication/pub.1068906590"
            ], 
            "type": "CreativeWork"
          }, 
          {
            "id": "https://doi.org/10.21061/jte.v9i2.a.1", 
            "sameAs": [
              "https://app.dimensions.ai/details/publication/pub.1068906862"
            ], 
            "type": "CreativeWork"
          }, 
          {
            "id": "sg:pub.10.1007/978-94-011-4940-2_31", 
            "sameAs": [
              "https://app.dimensions.ai/details/publication/pub.1089767397", 
              "https://doi.org/10.1007/978-94-011-4940-2_31"
            ], 
            "type": "CreativeWork"
          }
        ], 
        "datePublished": "2003-10", 
        "datePublishedReg": "2003-10-01", 
        "description": "Project-based learning (PBL) is a well-known method for imparting thinking competencies and creating flexible learning environments. Advancing low-achieving pupils is an on-going challenge for educational systems. Routing low-achievers into low-learning tracks creates a vicious circle. In order to extract pupils and their teachers from the on-going cycle of failure, and to promote pupils cognitively and emotionally, four steps were taken: defining significant goals for the pupils as well as for the teachers, changing the learning environment, carrying out original projects taking advantage of the pupils' special skills and abilities, and changing assessment methods for project-based learning activities in a computerized environment. This paper presents a continuous field research that has used qualitative and quantitative tools for exploring pupils' progress in the affective and the cognitive domains. The research tools were: Analysis of pupils' portfolios, observations of class activities, interviews with pupils, teachers and school management, achievements in the matriculation examinations, and assessment of pupils' projects. The findings indicate that scientific-technological PBL elevated pupils' motivation and self-image at all levels and achieved significant affective learning. The activities over three years are summarized and show an increase in the number of students achieving the college admittance requirements. Most of the low-achieving pupils succeeded with distinction in the same matriculation exams that the high-achievers did in the same school.", 
        "genre": "research_article", 
        "id": "sg:pub.10.1023/a:1026125427344", 
        "inLanguage": [
          "en"
        ], 
        "isAccessibleForFree": false, 
        "isPartOf": [
          {
            "id": "sg:journal.1136529", 
            "issn": [
              "0957-7572", 
              "1573-1804"
            ], 
            "name": "International Journal of Technology and Design Education", 
            "type": "Periodical"
          }, 
          {
            "issueNumber": "3", 
            "type": "PublicationIssue"
          }, 
          {
            "type": "PublicationVolume", 
            "volumeNumber": "13"
          }
        ], 
        "name": "Implementation and Assessment of Project-Based Learning in a Flexible Environment", 
        "pagination": "255-272", 
        "productId": [
          {
            "name": "readcube_id", 
            "type": "PropertyValue", 
            "value": [
              "ba56d677892a58b98cbb971f02aed23fe0b230dcc1c7cfe81b1317b7def26738"
            ]
          }, 
          {
            "name": "doi", 
            "type": "PropertyValue", 
            "value": [
              "10.1023/a:1026125427344"
            ]
          }, 
          {
            "name": "dimensions_id", 
            "type": "PropertyValue", 
            "value": [
              "pub.1039118162"
            ]
          }
        ], 
        "sameAs": [
          "https://doi.org/10.1023/a:1026125427344", 
          "https://app.dimensions.ai/details/publication/pub.1039118162"
        ], 
        "sdDataset": "articles", 
        "sdDatePublished": "2019-04-10T18:19", 
        "sdLicense": "https://scigraph.springernature.com/explorer/license/", 
        "sdPublisher": {
          "name": "Springer Nature - SN SciGraph project", 
          "type": "Organization"
        }, 
        "sdSource": "s3://com-uberresearch-data-dimensions-target-20181106-alternative/cleanup/v134/2549eaecd7973599484d7c17b260dba0a4ecb94b/merge/v9/a6c9fde33151104705d4d7ff012ea9563521a3ce/jats-lookup/v90/0000000001_0000000264/records_8675_00000507.jsonl", 
        "type": "ScholarlyArticle", 
        "url": "http://link.springer.com/10.1023%2FA%3A1026125427344"
      }
    ]
     

    Download the RDF metadata as:  json-ld nt turtle xml License info

    HOW TO GET THIS DATA PROGRAMMATICALLY:

    JSON-LD is a popular format for linked data which is fully compatible with JSON.

    curl -H 'Accept: application/ld+json' 'https://scigraph.springernature.com/pub.10.1023/a:1026125427344'

    N-Triples is a line-based linked data format ideal for batch operations.

    curl -H 'Accept: application/n-triples' 'https://scigraph.springernature.com/pub.10.1023/a:1026125427344'

    Turtle is a human-readable linked data format.

    curl -H 'Accept: text/turtle' 'https://scigraph.springernature.com/pub.10.1023/a:1026125427344'

    RDF/XML is a standard XML format for linked data.

    curl -H 'Accept: application/rdf+xml' 'https://scigraph.springernature.com/pub.10.1023/a:1026125427344'


     

    This table displays all metadata directly associated to this object as RDF triples.

    105 TRIPLES      21 PREDICATES      41 URIs      19 LITERALS      7 BLANK NODES

    Subject Predicate Object
    1 sg:pub.10.1023/a:1026125427344 schema:about anzsrc-for:13
    2 anzsrc-for:1303
    3 schema:author N7f61e3d8d8774080904be1208b1049ab
    4 schema:citation sg:pub.10.1007/978-94-011-4940-2_31
    5 sg:pub.10.1023/a:1026548211500
    6 https://doi.org/10.1002/(sici)1098-237x(200001)84:1<27::aid-sce3>3.0.co;2-8
    7 https://doi.org/10.1002/tea.3660320408
    8 https://doi.org/10.1016/0959-4752(95)00007-p
    9 https://doi.org/10.1080/0263514940120206
    10 https://doi.org/10.1080/0263514950130204
    11 https://doi.org/10.1080/0263514990170202
    12 https://doi.org/10.1080/0937445940060211
    13 https://doi.org/10.21061/jots.v24i1.a.2
    14 https://doi.org/10.21061/jots.v26i2.a.3
    15 https://doi.org/10.21061/jots.v28i1.a.4
    16 https://doi.org/10.21061/jte.v14i1.a.2
    17 https://doi.org/10.21061/jte.v9i2.a.1
    18 schema:datePublished 2003-10
    19 schema:datePublishedReg 2003-10-01
    20 schema:description Project-based learning (PBL) is a well-known method for imparting thinking competencies and creating flexible learning environments. Advancing low-achieving pupils is an on-going challenge for educational systems. Routing low-achievers into low-learning tracks creates a vicious circle. In order to extract pupils and their teachers from the on-going cycle of failure, and to promote pupils cognitively and emotionally, four steps were taken: defining significant goals for the pupils as well as for the teachers, changing the learning environment, carrying out original projects taking advantage of the pupils' special skills and abilities, and changing assessment methods for project-based learning activities in a computerized environment. This paper presents a continuous field research that has used qualitative and quantitative tools for exploring pupils' progress in the affective and the cognitive domains. The research tools were: Analysis of pupils' portfolios, observations of class activities, interviews with pupils, teachers and school management, achievements in the matriculation examinations, and assessment of pupils' projects. The findings indicate that scientific-technological PBL elevated pupils' motivation and self-image at all levels and achieved significant affective learning. The activities over three years are summarized and show an increase in the number of students achieving the college admittance requirements. Most of the low-achieving pupils succeeded with distinction in the same matriculation exams that the high-achievers did in the same school.
    21 schema:genre research_article
    22 schema:inLanguage en
    23 schema:isAccessibleForFree false
    24 schema:isPartOf N56dda6637e24413bb112d35f267ad90b
    25 N66fe080caa844d4198cf036dd9a3d9b5
    26 sg:journal.1136529
    27 schema:name Implementation and Assessment of Project-Based Learning in a Flexible Environment
    28 schema:pagination 255-272
    29 schema:productId N51c6f309f1eb4c2189357744f5ce693b
    30 N79881ab319344d43b3dc6ee56040063e
    31 Na6aaed1e818941c9b7267cfd6f476570
    32 schema:sameAs https://app.dimensions.ai/details/publication/pub.1039118162
    33 https://doi.org/10.1023/a:1026125427344
    34 schema:sdDatePublished 2019-04-10T18:19
    35 schema:sdLicense https://scigraph.springernature.com/explorer/license/
    36 schema:sdPublisher Ncdd6c6a236034f90be5212992c4b639d
    37 schema:url http://link.springer.com/10.1023%2FA%3A1026125427344
    38 sgo:license sg:explorer/license/
    39 sgo:sdDataset articles
    40 rdf:type schema:ScholarlyArticle
    41 N51c6f309f1eb4c2189357744f5ce693b schema:name readcube_id
    42 schema:value ba56d677892a58b98cbb971f02aed23fe0b230dcc1c7cfe81b1317b7def26738
    43 rdf:type schema:PropertyValue
    44 N56dda6637e24413bb112d35f267ad90b schema:volumeNumber 13
    45 rdf:type schema:PublicationVolume
    46 N66fe080caa844d4198cf036dd9a3d9b5 schema:issueNumber 3
    47 rdf:type schema:PublicationIssue
    48 N79881ab319344d43b3dc6ee56040063e schema:name doi
    49 schema:value 10.1023/a:1026125427344
    50 rdf:type schema:PropertyValue
    51 N7f61e3d8d8774080904be1208b1049ab rdf:first sg:person.016622473075.02
    52 rdf:rest rdf:nil
    53 Na6aaed1e818941c9b7267cfd6f476570 schema:name dimensions_id
    54 schema:value pub.1039118162
    55 rdf:type schema:PropertyValue
    56 Ncdd6c6a236034f90be5212992c4b639d schema:name Springer Nature - SN SciGraph project
    57 rdf:type schema:Organization
    58 anzsrc-for:13 schema:inDefinedTermSet anzsrc-for:
    59 schema:name Education
    60 rdf:type schema:DefinedTerm
    61 anzsrc-for:1303 schema:inDefinedTermSet anzsrc-for:
    62 schema:name Specialist Studies In Education
    63 rdf:type schema:DefinedTerm
    64 sg:journal.1136529 schema:issn 0957-7572
    65 1573-1804
    66 schema:name International Journal of Technology and Design Education
    67 rdf:type schema:Periodical
    68 sg:person.016622473075.02 schema:affiliation https://www.grid.ac/institutes/grid.6451.6
    69 schema:familyName Doppelt
    70 schema:givenName Yaron
    71 schema:sameAs https://app.dimensions.ai/discover/publication?and_facet_researcher=ur.016622473075.02
    72 rdf:type schema:Person
    73 sg:pub.10.1007/978-94-011-4940-2_31 schema:sameAs https://app.dimensions.ai/details/publication/pub.1089767397
    74 https://doi.org/10.1007/978-94-011-4940-2_31
    75 rdf:type schema:CreativeWork
    76 sg:pub.10.1023/a:1026548211500 schema:sameAs https://app.dimensions.ai/details/publication/pub.1008379790
    77 https://doi.org/10.1023/a:1026548211500
    78 rdf:type schema:CreativeWork
    79 https://doi.org/10.1002/(sici)1098-237x(200001)84:1<27::aid-sce3>3.0.co;2-8 schema:sameAs https://app.dimensions.ai/details/publication/pub.1019363182
    80 rdf:type schema:CreativeWork
    81 https://doi.org/10.1002/tea.3660320408 schema:sameAs https://app.dimensions.ai/details/publication/pub.1023819549
    82 rdf:type schema:CreativeWork
    83 https://doi.org/10.1016/0959-4752(95)00007-p schema:sameAs https://app.dimensions.ai/details/publication/pub.1001658347
    84 rdf:type schema:CreativeWork
    85 https://doi.org/10.1080/0263514940120206 schema:sameAs https://app.dimensions.ai/details/publication/pub.1014812001
    86 rdf:type schema:CreativeWork
    87 https://doi.org/10.1080/0263514950130204 schema:sameAs https://app.dimensions.ai/details/publication/pub.1027196560
    88 rdf:type schema:CreativeWork
    89 https://doi.org/10.1080/0263514990170202 schema:sameAs https://app.dimensions.ai/details/publication/pub.1020235910
    90 rdf:type schema:CreativeWork
    91 https://doi.org/10.1080/0937445940060211 schema:sameAs https://app.dimensions.ai/details/publication/pub.1051229245
    92 rdf:type schema:CreativeWork
    93 https://doi.org/10.21061/jots.v24i1.a.2 schema:sameAs https://app.dimensions.ai/details/publication/pub.1068906253
    94 rdf:type schema:CreativeWork
    95 https://doi.org/10.21061/jots.v26i2.a.3 schema:sameAs https://app.dimensions.ai/details/publication/pub.1068906298
    96 rdf:type schema:CreativeWork
    97 https://doi.org/10.21061/jots.v28i1.a.4 schema:sameAs https://app.dimensions.ai/details/publication/pub.1068906333
    98 rdf:type schema:CreativeWork
    99 https://doi.org/10.21061/jte.v14i1.a.2 schema:sameAs https://app.dimensions.ai/details/publication/pub.1068906590
    100 rdf:type schema:CreativeWork
    101 https://doi.org/10.21061/jte.v9i2.a.1 schema:sameAs https://app.dimensions.ai/details/publication/pub.1068906862
    102 rdf:type schema:CreativeWork
    103 https://www.grid.ac/institutes/grid.6451.6 schema:alternateName Technion – Israel Institute of Technology
    104 schema:name Science & Technology Youth Center, Technion, Israel Institute of Technology, Israel
    105 rdf:type schema:Organization
     




    Preview window. Press ESC to close (or click here)


    ...