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A Transdisciplinary STEM Course Integrated through project-based learning on Robotics: Perspective from Teacher and Student Feedback

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Asia Pacific Journal of Education 2025年第2期45卷 661-676页

作者： Chang, Chi-Cheng Chen, Yu-Kai Department of Technology Application and Human Resource Development National Taiwan Normal University Taiwan

project-based learning (PjBL) facilitates STEM learning, but the integrity of the project activities is a challenge and the design of integrated STEM courses through PjBL remains unclear. The purpose of this study was to design and evaluate a transdisciplinary STEM course integrated through P_jBL in robotics. Participants in the teaching experiment for four weeks were 54 high school students, including 29 males and 25 females. based on semi-structured interviews with students and teachers and open-ended questionnaires from students, the course not only facilitated knowledge integration and application but also brought a positive effect on students’ learning outcomes. This study not only confirms that PjBL can be applied in the STEM course but also provides a practical example as a reference for designing transdisciplinary STEM courses integrated through PjBL. Finally, the implications for teaching practices and theories are also proposed. © 2023 National Institute of Education, Singapore.

关键词： integration project-based learning robotics STEM, transdisciplinary

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What has Persisted and What has Not: A Longitudinal Study of Changes in Teachers' Experiences of project-based Teaching and learning Through the COVID-19 Pandemic

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INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION 2025年第2期41卷 280-290页

作者： Hira, Avneet Anderson, Emma Woods, Peter J. 245 Beacon St Chestnut Hill MA 02467 USA 600 Technol Sq Cambridge MA USA Dearing Bldg Jubilee Campus Nottingham England Univ Nottingham Nottingham England

In this qualitative longitudinal study, we follow and share experiences of teachers from four different high schools in the United States that represent different institutional contexts (Urban, Suburban, Rural, Public and Charter) around how the COVID-19 pandemic impacted their teaching of hands-on project-based learning (PBL) courses. The data is part of a larger study that is aimed at supporting schools transition from traditional to PBL teaching that allowed us to have multiple touch points for this longitudinal study in May 2020, May-June 2021, and December 2021-January 2022. Following a qualitative inductive and then deductive analysis approach, we ask three research questions: RQ1: What changes to teaching made in response to the pandemic in PBL high schools have persisted? RQ2: What aspects of teaching from before the pandemic have returned in PBL high schools? RQ3: What role has technology played in changes to teaching and learning over the course of the pandemic in PBL high schools? We learn how teachers' responses to the pandemic afforded them an ability to use technologies as tools in support of teaching and learning, and finding ways to prioritize what is truly meaningful for their students. We also learned that teachers and students missed in person connection with each other and with the communities their projects were situated in, and also realized the limitations of working on screens. We also share our findings around how learning management and specific task-oriented technologies have persisted in use beyond the pandemic. We conclude the paper with a discussion on the dichotomy of the promise of PBL for pandemic-time and post-pandemic education, and how teachers, the hidden work they do every day, and the ethic of care they bring to their practices is by no means replicable by technology.

关键词： project-based learning educational technologies hands-on learning teachers

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Impact of group work environment and size on L2 motivation in project-based learning

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SYSTEM 2025年 130卷

作者： Tanaka, Mitsuko Osaka Metropolitan Univ Inst Liberal Arts Sci & Global Educ 1-1 Gakuen choNaka ku Sakai Osaka 5998531 Japan Osaka Metropolitan Univ Grad Sch Sustainable Syst Sci 1-1 Gakuen choNaka ku Sakai Osaka 5998531 Japan

Group work is often employed in second language (L2) classrooms that focus on project-based learning (PBL). While the significance of group properties in facilitating effective collaboration is widely recognized, the influence of both group size and variations in group work environments on L2 motivation remains inadequately understood within this context. Additionally, although individual learner factors are known to affect L2 motivation, the role of the group work environments in moderating these effects has been less explored. This study aimed to address these gaps by analyzing data from 154 Japanese university students engaged in L2 group work as part of a semester-long PBL framework. The students' questionnaire responses were analyzed using hierarchical linear modeling, a multilevel analytical approach. The results revealed significant differences in L2 motivation across groups, depending on the quality of the group work environment. However, group size did not influence L2 motivation, nor did the impact of individual differences on L2 motivation vary based on the group work environment. These findings underscore the distinct contributions of both contextual factors and individual characteristics to L2 motivation in a PBL setting.

关键词： Contextual impact English as a foreign language (EFL) Environmental impact Group size Group work Hierarchical linear modeling L2 motivation project-based learning

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Circular economy from scratch: A novel project-based learning method to increase motivation in metal recycling among industrial design students ☆ , ☆☆

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METHODSX 2025年 14卷 103137页

作者： Schoch, K. Bickel, M. Liedtke, C. Hemmert, F. Univ Wuppertal Fac Design & Art D-42119 Wuppertal Germany Wuppertal Inst Climate Environm & Energy gGmbH Div Sustainable Prod & Consumpt D-42004 Wuppertal Germany

project-based learning, with its emphasis on 'learning by doing', is the dominant teaching method in industrial design. Learners are supposed to be motivated to tackle complex problems such as those in the dynamic field of sustainability. However, it is still unclear how the process of increasing motivation within projects can be systematically targeted for specific sustainability challenges and directed towards potential later pro-environmental behavior. The project-based learning method presented in this paper, framed by a normative decisionmaking model, aims to intrinsically motivate industrial design students to engage in the exemplary circular economy field of metal recycling and at the same time promote necessary professional competencies on the metal, alloy, product and system level. It is demonstrated which specific intervention measures can be suitable to achieve this goal and how they can be methodically employed. Preliminary quantitative evaluation results indicate that the project-based learning method can indeed strongly motivate the target group. center dot Connection to a normative decision-making model from social psychology for the domain of environmental protection as a conceptual framework center dot Consideration of intervention measures at various levels (metal, alloy, product, system) center dot Use of generative toolkits to translate the acquired knowledge into practical application during design tasks

关键词： Design education project-based learning Motivation Design for recycling Industrial design

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Bridging the relevancy gap in higher education via project-based learning: The significance of the personal experience of learning from conflict

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Social Sciences and Humanities Open 2025年 11卷

作者： Alexandersen, Line Klemsdal, Lars Kjekshus, Lars Erik Department of Sociology and Human Geography University of Oslo Norway

Bridging the gap between higher education and working life is a central quest for both academia and industry. This article explores learning from conflict in project-based education as a tool for bridging the gap between education and work. A case of a project-based learning programme in the social sciences at graduate level at the University of Oslo is analysed with regard to assessing learning outcomes. The data comes from two empirical sources: In-depth interviews with 8 students conducted in May 2022 and a document analysis of 165 student reflection notes written between 2017 and 2022. An important difference between working life and the educational setting is the experience of working together towards a common goal. In contrast to ordinary educational settings aimed at individual knowledge acquisition, project-based learning creates a context for practicing cooperation and for handling conflict. We find that the experience and handling of conflict represents a significant learning outcome for the students as preparation for the working life. The takeaway from the analysis is that task conflicts create opportunities for learning in several ways, given that they occur in safe contexts. Conflict creates opportunities for learning about the significance of differences in perspectives for a productive outcome of collaboration, both in terms of broadening participants' epistemological perspectives and their relational tolerance. Conflicts also provides an opportunity to learn to overcome disagreement to broaden epistemological horizons and relational tolerance. We found that the articulation of task conflict early in the project phase could reduce the potential for escalation of relational conflict later. Finally, conflicts also offer the opportunity to practise standing one's ground in conflicts or disharmonious situations, to endure criticism professionally and to develop a professional attitude towards cooperation. Conflicts should be promoted and not avoided, eve

关键词： Conflict Higher education project-based learning Working life

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project-based learning for all? An examination of the approach for students with disabilities

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The Pointer 2025年第1期69卷

作者： Jeanette A. Wertz Candace A. Mulcahy Binghamton University Binghamton NY USA

project-based learning is popular among educators and has been touted as an educationally viable option for all learners, yet limited empirical research exists to demonstrate its effectiveness with students with disabilities. In this paper, the authors investigate the alignment of project-based learning elements with high leverage practices in special education and enhanced anchored instruction, a similar problem-based learning approach with an evidence base with students with disabilities. project-based learning shares multiple common elements with high leverage practices and enhanced anchored instruction, suggesting that it has the strong potential to be an effective approach for use with students with disabilities. Systematic research needs to be conducted with various groups of students with disabilities across grade levels and content areas to support the claim “project-based learning for all.”

关键词： Enhanced anchored instruction high leverage practices project-based learning students with disabilities

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Scaffolding self-regulation in project-based programming learning through online collaborative diaries to promote computational thinking

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EDUCATION AND INFORMATION TECHNOLOGIES 2025年 1-25页

作者： Gu, Peidi Wu, Jiaming Cheng, Zui Xia, Yu Cheng, Miaoting Dong, Yan Beijing Normal Univ Coll Educ Future Zhuhai 519087 Guangdong Peoples R China Beijing Normal Univ Fac Educ 19 Xinjiekou Outer St Beijing 100875 Peoples R China Shenzhen Univ Fac Educ Shenzhen Peoples R China Emporia State Univ Sch Lib & Informat Management Emporia KS USA

Teaching computational thinking skills to novice college students via programming poses considerable challenges. It involves learning programming language syntax and commands, along with fostering higher-order skills crucial for both computational thinking proficiency and future careers. To address this, we proposed a pedagogical approach integrating project-based learning with self-regulated learning in a C programming course. Guided by the higher-order computational thinking framework, this quasi-experimental study enrolled 173 students divided into three groups, a group with project-based learning design alone, a group with both project-based learning design and self-regulated learning scaffolding, and a control group with traditional teacher centered teaching. One-way analysis of covariance results showed the group with both project-based learning design and self-regulated learning scaffolding presented the most advancement of problem-solving and metacognitive skills. Paired samples t-tests showed this group also displayed the most significant improvements in computational thinking tendency and other higher-order skills. While the students' cognitive knowledge gain in the group with both pedagogical supports didn't surpass students of the control group, it did outperform students from the group with project-based learning design alone. Overall, our findings supported the effectiveness of this integrated method in boosting computational thinking and other higher-order skills in novice programming students. This warranted further research to refine and enhance the proposed pedagogical strategy.

关键词： Computational thinking project-based learning Self-regulated learning Programming Higher education

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project-based learning model based on intelligent computing of the internet of things: characteristics, hidden worries, and beyond

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NEURAL COMPUTING & APPLICATIONS 2023年第12期37卷 7897-7908页

作者： Hu, Liangliang Shaanxi Normal Univ Fac Educ Xian 710062 Shaanxi Peoples R China

project-based learning is a relatively novel learning mode in the modern education industry, which helps to improve students' various abilities. However, in the specific practical process, project-based learning also has many shortcomings that need further improvement. This article integrated intelligent Internet of Things (IoT) technology, analyzed the characteristics of project-based learning, and analyzes the problems it faces in detail. From this, it also explored a model of project-based learning space to study students' learning behavior. This article also combined the comprehensive weighted fusion algorithm to further explore the evaluation of project-based learning, and carried out relevant experimental analysis. The experimental results showed that in terms of autonomous learning ability, the average test result of this algorithm was 82.30%, while the average test result of traditional algorithms was 76.94%;In terms of teamwork ability, the average test result of this algorithm was 87.25%, the average test result of the traditional algorithm was 78.64%;In terms of skill application ability, the average test result of this algorithm was 78.37%;while, the average test result of traditional algorithms was 72.68%. In summary, this algorithm can effectively evaluate students' abilities in various aspects.

关键词： Intelligent internet of things project-based learning project-based learning space model learning evaluation system

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project-based learning Conceptual Framework for Integrating Soft Skills Among Students of Technical Colleges

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IEEE ACCESS 2020年 8卷 83718-83727页

作者： Dogara, Gimba Bin Saud, Muhammad Sukri Bin Kamin, Yusri Bin Nordin, Mohd Safarin Kaduna State Coll Educ Dept Tech Educ Gidan Waya 20229 Nigeria Univ Teknol Malaysia Fac Educ Dept Tech & Engn Educ Skudai 81310 Malaysia

In most professions, the value of soft skills has been recognized and many companies make decisions on employment and performance assessment based in part on the soft skills of workers. project-based learning (PjBL), in its nature as a pedagogical method, has the capability of harnessing the potential of students in soft skills. The purpose of this study was to develop a PjBL conceptual framework for integrating soft skills among students of technical colleges. The population goal for the study was made up of 372 technical teachers from 22 government technical colleges across the sample area. Considering the heterogeneous complexity of the population from which the survey is extracted, the stratified technique of random sampling was used to choose the 295 participants for the study. Through Confirmatory Factor Analysis (CFA) models the chi-square values, modification indices, and standardized estimates were developed using Analysis Moment of Structures (AMOS). Structural Equation Modeling (SEM) was used to check the model & x2019;s causal relationship by the application of AMOS version 20. The study findings revealed PjBL preparation (planning), application, commitment, and assessment techniques each to have a positive significant impact on soft skill improvement among students of technical colleges. On the other hand, the study found that facilitation in project-based learning has a significant yet negative relation to integrating soft skills among students at the technical colleges. Interestingly, the outcome of this research suggests that PjBL in technical colleges will have a substantial positive impact on the integration of soft skills among the students. based on the finding of the study, the government should provide adequate facilities for appropriate PjBL activities to enhance the integration of soft skills. Technical teachers should employ the PjBL identified elements in the teaching and learning of at technical colleges for effective incorporation of soft

关键词： Soft skills technical colleges project-based learning technical vocational education and training

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project-based learning and information and communication technology's integration: Impacts on motivation

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INTERNATIONAL JOURNAL OF ELECTRICAL ENGINEERING EDUCATION 2018年第4期55卷 293-312页

作者： Belagra, Mammar Draoui, Belkacem Bechar Univ 110 Cite 160 Logement Bechar 08000 Algeria

The purpose of this research was to study the impact of project-based learning and information and communication technologies on students' motivation. Two second-year classes in electrical engineering at the University Tahri Mohamed in Bechar, Algeria, were involved in the study. The experiment compared the level to which one class of students mastered goals without the use of information and communication technologies, to the mastery achieved by a second class which participated in a tutorial that has a technological tool built into the project-based approach. The subject of power electronics was chosen for this study because of its different knowledge, which is strongly represented in difficult learning contents for students. A questionnaire about motivation was used to collect data within an experimental research plan. After three months of conducting the study, the results demonstrated that the integration of the tutorial with the project-based approach is likely to increase students' motivation to learn and to master the subject of power electronics.

关键词： project-based learning motivation information and communication technologies power electronics

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