Dissertations / Theses: 'Project Based Learning'

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Price, Jamie H., Aimee Govett, Misty Davis, Robyn Ivester, Teresa Howard, and Lisa Messimer. "PBL Meets PBL: Project-Based Learning Meets Planet-Based Learning." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6025.

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Project-based learning (PBL) is centred on a challenging, yet meaningful, driving question and culminates in a product that students create or do to showcase their learning to a public audience. Other essential elements of a true PBL experience include: sustained inquiry, authentic tasks, opportunities for students to make decisions about their culminating product, reflection, critique, and revision (Hallermann, Larmer, & Mergendoller, 2011). A well-designed PBL combines curriculum and instructional activities to cultivate 21st century skills in students to prepare them for future success in the workforce. Two teams of Year five teachers designed a week-long PBL unit for students organised around the characteristics of the planets, which integrated science, mathematics, and English. The teachers implemented the PBL with six classes of Year five students, documenting their thoughts on planning and implementation to reflect upon the experience.

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Stolyar, Raya. "Project-based learning : affect and effect." Thesis, Manchester Metropolitan University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.422402.

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Romanov, Yu. "Project-based-learning in L2 teaching." Thesis, НТУ "ХПІ", 2018. http://repository.kpi.kharkov.ua/handle/KhPI-Press/36724.

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Smith, Michael Arthur. "Autonomy and project based language learning : factors mediating autonomy in project based CALL /." Connect to thesis, 2005. http://eprints.unimelb.edu.au/archive/00001476.

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Yan, Mo-lan. "Knowledge building in project-based science learning." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31598687.

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Yan, Mo-lan, and 甄慕蘭. "Knowledge building in project-based science learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31598687.

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Rasori, Tina Marie. "Becoming historians a project-based learning curriculum /." Diss., [La Jolla] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p1467935.

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Thesis (M.A.)--University of California, San Diego, 2009.
Title from first page of PDF file (viewed September 17, 2009). Available via ProQuest Digital Dissertations. Includes bibliographical references (p. 180-183).

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Sperlich, Juntana Ginda. "Designing a brain-based learning environment." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3216.

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The purpose of this project was to develop a teacher friendly guide that would help teachers not only apply brain-based strategies in the classroom, but also to see results from transforming their classrooms into brain-based learning environments.

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Anderson, Ashley Ann. "The Study of Project-Based Learning in Preservice Teachers." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/613112.

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Project-based learning (PBL) is a teaching approach where students engage in the investigation of real-world problems through their inquiries. Studies found considerable support for PBL on student performance and improvement in grades K-12 and at the collegiate level. However, fewer studies have examined the effects of PBL at the collegiate level in comparison to K-12 education. No studies have examined the effects of PBL with preservice teachers taking educational psychology courses. The purpose of this study was to provide an analysis of PBL with preservice teachers taking educational psychology courses. An experiment was conducted throughout two semesters to evaluate student achievement and satisfaction in an undergraduate educational psychology child development course and in an undergraduate educational psychology assessments course, which included the same students from the first semester. Student achievement was determined using quantitative and qualitative analyses in each semester and longitudinally. Results in semester one indicated that the comparison group outperformed the PBL group. Results in semester two suggested there were no differences in instructional styles between groups. Longitudinal analyses showed that the comparison group declined in performance over time, whereas the PBL group improved over time; although, the comparison group still outperformed the PBL group. Results of this study indicate that PBL was not an influential teaching method for preservice teachers taking educational psychology courses.

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Leung, W. H. "Does project-based learning change learners' attitudes towards autonomous learning?" Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31650491.

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Leung, W. H., and 梁惠卿. "Does project-based learning change learners' attitudes towards autonomous learning?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31650491.

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Lamb, Darren Hayes. "Project based learning in an applied construction curriculum." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2188.

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This project addresses the integration of a career and technical (vocational) construction curriculum with academic curriculum. Career and technical (vocational) curriculum in the past has been developed to address specific content. This construction curriculum inegrates inherent academic aspects.

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Sahli, Robert. "An Examination of the Effectiveness of Project-Based Learning on Student Academic Achievement and Teacher Perceptions of Project-Based Learning." Thesis, Concordia University Irvine, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10748735.

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This study examined two questions related to the effectiveness of project-based learning (PBL) instruction. First, is PBL more effective than a textbook-based instructional model, and second what are teacher perceptions related to PBL methodology? Student growth scores in the Measures of Academic Progress (MAP) assessment for reading and math, as measured within one school year, fall to spring, for students in PBL and non-PBL classes were compared. A teacher survey was conducted to measure teacher perceptions of PBL and textbook-based instructional program strengths and weaknesses. Additional data on effective instructional strategies can provide further direction for educators to continue the full implementation of the Common Core State Standards (CCSS) that call for students to gain a deeper understanding and knowledge of grade level standards. The study was located in a large urban school district in Northern California. The overall findings of this study were that the MAP assessment data reflected higher annual growth scores for reading and math in six of the eight grade levels studied. Teacher survey participant responses reflected consistent support for a textbook-based instructional program over a PBL instructional program, due in large part to the additional time teachers spent in preparing for PBL lessons.

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Henze, Nicola. "Adaptive hyperbooks: adaptation for project-based learning resources." [S.l. : s.n.], 2000. http://deposit.ddb.de/cgi-bin/dokserv?idn=959579044.

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Cleasby, Barry Paul. "Learning and capability development in project-based firms." Thesis, University of Sussex, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.407702.

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Mills, Julie Evelyn. "The effectiveness of project-based learning in structural engineering." Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/1214.

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The dominant pedagogy for engineering educations still remains chalk and talk despite the large body of education research that demonstrates its ineffectiveness. Traditional approaches to structural engineering education place a heavy emphasis on lecture-based delivery of the theories of structural analysis and the behaviour of common constructions materials. Design projects are given varying emphasis at different institutions, but are frequently left to the final year of the course. Assessment weighting often heavily favours examinations over project work. In recent years, the engineering profession and the bodies responsible for accrediting engineering programs have called for change in assessment and teaching practices.This study proposed that the use of design projects in structural engineering is an effective method of learning that models industrial practice. Projects enable students to understand the synthesis of structural analysis, material behaviour and availability, constructability and economic reality that occurs in the professional practice of structural engineering. To examine effectiveness of project-based learning in structural engineering a case study was undertaken in a third year undergraduate course of a civil engineering program in South Australia.This thesis first provides some background to structural engineering and current practice in structural engineering education. Project-based learning as applied to engineering is also examined. The case study design and data collection are then discussed. The study was developed around a conceptual framework for educational evaluation that differentiates between the intended, implemented, perceived and achieved curriculum. The intended curriculum, defined as the original vision underlying a curriculum, was developed through a literature review that considered the requirements of industry and engineering accreditation bodies. The degree to which the intended curriculum was successfully implemented in the course was evaluated through video-tapes of lessons, journal records and interviews. The actual learning experiences as perceived or experienced by the students, was evaluated through student journals, interviews and two questionnaires, one of which was also administered to a senior structural engineering industry group to enable a comparison between the student and industry groups perceptions of the importance of certain skills in the engineering profession. The achieved curriculum, defined as the resulting learning outcomes of the students, was also examined. The thesis concludes with a discussion of the findings of the study as well as their significance and limitations and then considers the possible extensions of project-based learning to other areas of engineering and some of the issues that will need to be addressed for this to occur.

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Laflamme, Denise Marie. "The brain-based theory of learning and multimedia." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/1002.

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For this project the brain-based theory of learning, an eclectic theory that incorporates the cognitive and humanistic views was researched. Multimedia, a technology which supports the principles of brain-based learning, was then selected as the vehicle to present historical materials to students.

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Jenkins, Timothy Edward. "Adult learning outcomes based on course delivery methodology." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2853.

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This study compared student satisfaction and academic performance in online and face-to-face classes. 105 ITT Technical Institute students who were simultaneously enrolled in one online course and two on-campus courses were surveyed and interviewed. Factors examined included student to instructor communication, student to student interaction, content selection for online courses and course management for online courses. Sixty-four percent of the students did not pass their online courses and expressed dissatisfaction with the learning process. Course components and processes that could be improved were identified.

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Mills, Julie Evelyn. "The effectiveness of project-based learning in structural engineering." Curtin University of Technology, Science and Mathematics Education Centre, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12603.

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The dominant pedagogy for engineering educations still remains chalk and talk despite the large body of education research that demonstrates its ineffectiveness. Traditional approaches to structural engineering education place a heavy emphasis on lecture-based delivery of the theories of structural analysis and the behaviour of common constructions materials. Design projects are given varying emphasis at different institutions, but are frequently left to the final year of the course. Assessment weighting often heavily favours examinations over project work. In recent years, the engineering profession and the bodies responsible for accrediting engineering programs have called for change in assessment and teaching practices.This study proposed that the use of design projects in structural engineering is an effective method of learning that models industrial practice. Projects enable students to understand the synthesis of structural analysis, material behaviour and availability, constructability and economic reality that occurs in the professional practice of structural engineering. To examine effectiveness of project-based learning in structural engineering a case study was undertaken in a third year undergraduate course of a civil engineering program in South Australia.This thesis first provides some background to structural engineering and current practice in structural engineering education. Project-based learning as applied to engineering is also examined. The case study design and data collection are then discussed. The study was developed around a conceptual framework for educational evaluation that differentiates between the intended, implemented, perceived and achieved curriculum. The intended curriculum, defined as the original vision underlying a curriculum, was developed through a literature review that considered the requirements of industry and ++
engineering accreditation bodies. The degree to which the intended curriculum was successfully implemented in the course was evaluated through video-tapes of lessons, journal records and interviews. The actual learning experiences as perceived or experienced by the students, was evaluated through student journals, interviews and two questionnaires, one of which was also administered to a senior structural engineering industry group to enable a comparison between the student and industry groups perceptions of the importance of certain skills in the engineering profession. The achieved curriculum, defined as the resulting learning outcomes of the students, was also examined. The thesis concludes with a discussion of the findings of the study as well as their significance and limitations and then considers the possible extensions of project-based learning to other areas of engineering and some of the issues that will need to be addressed for this to occur.

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Westenskow, Florencia. "Experiences in Professional Development Through Project-Based Language Learning." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7047.

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Project-based Language Learning (PBLL) provides students with opportunities to use the target language purposefully and to interact with culturally authentic materials. Because PBLL holds critical benefits for its students, it is important that teachers learn best practices for implementation and how to overcome the challenges that PBLL brings. This study focuses on the experiences of 15 world language teachers as they participated in a PBLL professional development series developed by the National Foreign Language Resource Center (NFLRC) at the University of Hawai'i at Mānoa. Findings from this study are based on data gathered from surveys and interviews with a diverse group of educators for the purpose of gaining an understanding of what participants learned and the activities that impacted learning of PBLL. Results show that learning about gold standard elements of PBLL made the biggest impact on participants' pedagogical beliefs and motivated them to change their practice. Activities that positively impacted learning were those that were active, social, and related to practice. Participants were overwhelmed with the amount of content and needed help making connections between the content and their teaching contexts. Overall, participants' experiences in the professional development series led to a change in pedagogical beliefs and a desire to alter their implementation of PBLL.

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Zhou, Shijin. "Project learning, knowledge transfer and the adoption of innovation in project-based organizations." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/45166/.

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This doctoral thesis aims to explore the innovation adoption process in project-based organizations. In particular, I developed a theoretical framework that explains how intra- and inter- project learning influenced by different management practices. I further generated various hypotheses based on the conceptual framework by conducting qualitative interviews. Empirically, I used survey data to test those hypotheses. I collected data from 147-construction industry, most of the companies were contractors and real estate companies. The results strongly support our hypotheses and suggest that different management practices facilitate different types, i.e. tacit and explicit, knowledge transfer among projects and it further influences speed of innovation adoption and speed of innovation routinization. This dissertation contributes to management theory and practice by establishing a comprehensive framework which explains how different types of knowledge flows among different types of projects, i.e. innovative and routine projects, finally influence innovation adoption behavior of project-based organizations. Overall, this research has important implications for how project-based organizations can enhance innovation adoption and routinization to realize the economies of repetition.

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Chamberlin, J. Shannon. "College Faculty Experiences Assigning Service-Learning and Their Inclination to Continue." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/510.

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The academic benefits and enhanced social responsibility that students derive from service-learning (SL), defined as experiential learning that ties community service to academic courses, have been well documented. However, for a college to fully institutionalize SL, a high proportion of faculty needs to include SL in their courses. Based in Kolb's experiential learning theory, the purpose of this study was to enhance planners' understanding of how college faculty's past experiences assigning SL influence their inclination to assign SL in future courses. In this basic qualitative interpretive study, data were collected from 13 individual interviews with faculty who assigned SL at a Southern metropolitan university. Findings were interpreted using Chickering's 7 vectors of student development from the conceptual framework and other relevant perspectives from the literature. One of the major themes from emergent coding of data was that faculty viewed some difficulties as challenges to be overcome rather than as deterrents to using SL. To reduce deterrents, institutions could compensate for extra time required for SL by providing stipends, released time, and support databases; recognizing SL in tenure and promotion; and helping faculty brainstorm how to incorporate SL into courses. To increase incentives to use SL, institutions could provide a full range of training and support for faculty. More courses with SL, besides increasing benefits of SL for all stakeholders, may mean that students form the habit of serving in the community and continue serving and contributing to positive social change, perhaps for a lifetime.

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Melin, Ulf, Karin Axelsson, and Tommy Wedlund. "Project-based Learning : An Emergent Framework for Designing Courses." Linköpings universitet, VITS - Laboratoriet för verksamhetsinriktad systemutveckling, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-36065.

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In this paper we elaborate on a framework, a set of guidelines, for teachers when designing project based courses. The emergent framework presented in this paper will focus on six themes: (1) overall course design, (2) project task, (3) project group, (4) examination, (5) feedback and (6) course evaluation and improvement and is initially grounded in theory and practice. The framework elaborated in this paper should support teachers' development of a professional autonomy within the norms of a professional group and an active curriculum.

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Cheung, Wai-ying, and 張慧英. "Implementing educational change: a case studyof project-based learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962440.

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Moon, Chanmi. "Computer-assisted project-based learning in English for specific purposes." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1868.

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The aim of this project is to address the need for effective English learning and develop an English curriculum which practically meets learners' needs. The project is for students who study business English in Korean community college. This project presents effectiveness of English learning in the content concerning with English for specific purposes, project-based learning, cooperative learning, computer-assisted language learning, and technological literacy. These ideas are incorporated into the project to develop the unit, Creating a Company, which consists of six lesson plans.

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Sturman, Laura. "Project-based learning for independent study students with technology integration." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2104.

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This project developed criteria for evaluating projects for independent study students through a review of the literature and a survey of teachers. The criteria are largely student directed and multi-disciplinary, they engage higher level thinking skills and incorporates a variety of resources including technology.

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Wright, Julie, and j. wright@rmit edu au. "Implementation of project based learning in a training package context." RMIT University. Education, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080729.165211.

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Training Packages form the basis upon which practitioners in the Vocational Education and Training (VET) sector in Australia develop their pedagogical processes. As workplaces adapt their practices to compete globally, demand for skilled and knowledgeable workers places pressure on institutional training providers such as TAFE to develop training programs that support the acquisition of higher order thinking skills in graduates. Using a competence based framework as a backdrop, the research centres on the notion of the place of Project Based Learning in a Training Package context. The research proposes that learning through projects is an effective means of integrating Training Package outcomes with an instructional model that engages learners in independent, flexible and reflective learning. The research was conducted retrospectively from a case study of an AQF Level 6 Textile, Clothing and Footwear Training Package Program at RMIT University TAFE. An Action Research approach underpins the investigation, resulting in the profiling of teaching, learning and assessment as areas in need of further examination. These defining themes are explored in the context of the Project Based Learning model developed at RMIT, with consideration given to the potential for broader application. The discussion concludes with a theoretical review of the new understandings of pedagogy. The study aims to establish that a constructive alignment exists between the behaviourist approach of Training Packages and the more constructivist theories behind Project Based Learning; rendering it a suitable instructional model that meets the needs of 21st century learners.

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Liang, Li, and Omar Huvanandana. "E-learning in One international project-based organization in China." Thesis, Umeå University, Umeå School of Business, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1978.

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Globally, the fast-changing business environment requires a period for people to learn and accept new information and knowledge which comes more quickly than ever before. E-learning systems, as by-products of information technology are popular today especially in those international organizations with subsidiaries in many countries around the world.

As typical project-based organizations, some market research companies in China have also adopted e-learning systems already for some years to meet the requirements of global learning and knowledge sharing. Therefore, the purpose of this study is to explore the role of an e-learning system in a Chinese market research company in Shanghai.

By examining the literature on learning, e-learning and project-based organizations, the research gap of e-learning in the context of project-based organizations has been defined. Through conducting semi-structured interviews in a Chinese market research company, the results demonstrate the current role of an e-learning system as an additional learning channel for individuals. This has not, however, brought significant changes from an organizational perspective due to many factors such as limited interactions between headquarters and local offices, language and cultural barriers, lack of top management support, and issue of time constraints.

In order to encourage the use of an e-learning system, the Chinese offices need to build a supportive learning environment internally such as providing a Chinese version, establishing the communication platform, leaving some flexible time for employees to learn and also to link the learning results to individual performance.

Moreover, the headquarters also needs to try to motivate the local (Chinese) employees to be more involved in the e-learning processes such as launching, maintaining and giving feedback to improve the effectiveness and also to push forward the impacts of e-learning from an individual level to team or organizational levels.

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Gibney, Terresa S. "Expanding our perspective on learning in context : how students experience project-based learning /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9842529.

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Buchanan, Carolyn Alma 1934. "AN ARTS-BASED CURRICULUM FOR LITERACY: A PROJECT STUDY." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/291993.

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This thesis presents theory and rationale for an arts-based curriculum for literacy in regard to philosophical, psychological, and sociological questions in curriculum design. A conceptual framework for an arts-based curriculum model is described in terms of structure, content, community, organization, and implementation. Planning features and formats are presented. Criteria and instruments for assessment of the model and child response to implementation are described and interpreted. The arts-based curriculum model was implemented in a classroom during the 1986-1987 school year. Observations were recorded and selections are presented in narrative form. The observations are discussed in relation to concerns of children, literacy learnings through art concepts, application of arts and language arts skills, and classroom management. Recommendations for implementation of the model and for further research are included.

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Aydinyer, Yurdagul. "The Effect Of Project-based Learning On 7th Grade Students." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12611730/index.pdf.

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The aim of this study was twofold: (a) to investigate whether seventh grade students&rsquo
conditional and procedural knowledge acquisition in, attitude towards, active learning strategies in, and learning value of geometry improve differentially for students having different cognitive styles in project-based learning and (b) to examine how project-based learning affects them. Participants were 97 seventh-grade students in a private school in Ankara. The students were classified into three groups: Field dependent (N=31), field middle (N=35), and field independent (N=31), based on the raw scores of the participants from the Group Embedded Figures Test. Only one treatment (i.e., project-based learning) was conducted for the study, lasting 30 lesson hours. Pre-test and post-test design for the students having three different cognitive styles was utilized. A mixed methods design integrating both quantitative and qualitative data was used for this study. The data were collected through Conditional and Procedural Knowledge Tests, Active Learning Strategies in and Learning Value of Geometry Questionnaire, Geometry Attitude Scale, interview responses, and classroom observation field notes. The quantitative analyses were carried out by using Mixed Design (one between factor and one within factor) Multivariate Analysis of Variance (MANOVA). The results revealed that there is no significant interaction between time and group. There was a substantial main effect for time and follow up analyses for this effect showed that the students achieved large learning gains for all dependent variables. In addition, the main effect of group was not significant. According to interview responses and classroom observation field notes, those quantitative results were attributable to the influence of contextualizing, visualizing, and collaborating geometry concepts with their peers and teacher during benchmark lessons and developing and sharing artifacts for each of the cognitive style group.

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Wall, Aisling Eileen. "Wir fliegen nach Deutschland!, a project-based language learning module." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq20805.pdf.

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Yip, Chi-sio, and 葉{213d7e}兆. "Students' perceptions of project learning through a school-based curriculum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27588580.

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Tong, Michael K. L. "The management of inter-organisational relationships and project based learning." Thesis, Glasgow Caledonian University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.547433.

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The construction industry has in recent times undergone an unprecedented period of self-examination. Government and industry collaborations have attempted to bring about both political and structural change with the aim of rethinking the way it conducts business. Yet the implementation of management innovations (Ml) such as Supply Chain Management (SCM), common in other industries, has not materialised. This research proposes that the structural characteristics of the industry can be addressed through the management of Inter-organisational Relationships (lOR) and Project Based Learning (PBL). The aim of the thesis was to determine the significance of lORs and PBL in addressing the temporary and multi-organisational nature of project teams for the effective implementation of Ml for continuous improvement of construction projects. A mixed method approach was adopted for this research because it is flexible enough to incorporate different perspectives and allows different methods and practices to be used. Both quantitative and qualitative data was collected using a web based questionnaire and case studies to examine lOR and PBL. The analyses involved a mixture of descriptive, mean response ranking and Pearson's chi-square (i) tests using the software packages SPSS and Minitab. Findings from the web based questionnaire analyses involving 74 Demonstration projects highlighted the significance of both lOR and PBL on the implementation of MI. Critical success factors such as partner selection, project relationships, learning promoters and inhibitors were established and ranked. One of the main findings is the role of psychological safety for learning. The review of projects and formalised learning were seen as key areas for learning improvement. The analyses of two case studies added an additional dimension and helped explore how practitioners had to expend more effort to make sense of new ways of working and adapting to unfamiliar roles. Although learning was prevalent in projects, it was associated with problems rather than a potential benefit that can be formalised and exploited collectively by the team. Until the perennial contextual issues of construction like poor integration of design and construction, low bidding and unrealistic timescales are addressed, the implementation of management innovations and the potential of lOR and PBL will not be fulfilled.

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Hui, Wing Kan Yeung. "Motivating native Hawaiians by project-based learning| A narrative inquiry." Thesis, University of Phoenix, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10252465.

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Native Hawaiian children have been facing challenges in multiple areas and multiple settings comparing to their non-Hawaiian peers. Many of Native Hawaiian children are academically struggling in the schools and have high dropout rates. This qualitative study explores the perceptions of a group of Native Hawaiian high school graduates on the Island of Oahu in regards to how project-based learning impacted their learning to determine whether or not project-based learning is an effective instructional strategy to motivate Native Hawaiian learners. Project-based learning intergrades the learning and psychological theories of intrinsic motivation, experimental, constructive and social learning. This narrative inquiry study confirmed that project-based learning had positively impacted on most of participants’ learning in the areas of interest of learning, engagement, self- challenged, attitudes towards learning, social and communication skill, learning skills, life skills, Hawaiian culture connection, technology, and curiosity. The importance of teacher-student relationship was identified as a key to achieve a successful PBL. Hands-on projects, community involvement and teamwork were the areas were also considered essential. The implications from this qualitative study were beyond determining whether or not PBL was a motivational tool for Native Hawaiian learners, but some of the causes for lacking of motivation. The participants of this study called for being connected to their cultures, community, place, and school through PBL. The narrative study discovered that Native Hawaiian learners require people who work with them understand Hawaiian culture and establish culture competency in PBL. Successful implementation of PBL can connect Native Hawaiian learners to learning, school, culture, their own identity, and Aloha spirit so that they are motivated to learn.

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Watson, Cindy Gay. "Beliefs of Mathematics Pre-service Teachers About Project-based Learning." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699970/.

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This study explored the beliefs of pre-service secondary mathematics teachers about project-based learning (PBL), as they encountered a project-based learning high school where they implemented a project-based unit of instruction. A qualitative study was conducted with one undergraduate cohort in a higher education science, technology, engineering, and mathematics (STEM) national initiative that has 40 U.S. replication sites. Using teaching philosophy statements and focus group discussions, the beliefs of STEM pre-service secondary teachers are made visible. The findings from this study reveal a recurring theme: the process of how these pre-service teachers seemed to evolve and mature as teachers, from novice toward becoming an expert, as they asked themselves internal questions that are common to developing teachers. These pre-service STEM teachers experienced 1) internal questions about their own growth as a potential teacher, as evidenced through their verbal and written statements; 2) tension between PBL content and pedagogy; and 3) tension between practice and theory. The findings also infer that there are potential critical variables that may contribute to pre-service teachers’ beliefs. Those variables identified were the following: 1) the sequence of when the project-based instruction (PBI) course was taken; 2) time, as related to when the participant took the PBI course in relationship to the final semester when they were engaged in apprentice teaching; and 3) the field placement location during the apprentice teaching semester.

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Clark, Chad Jeremy. "Self and Collective Efficacy Perceptions during Project-Based Learning Implementation." Ashland University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1397422154.

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Cheung, Wai-ying. "Implementing educational change a case study of project-based learning /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23500955.

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Chen, Jessica. "Ebay learning center system." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3077.

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The project developed eBay Learning Center System (ELCS), a web-based application that provides current and potential eBay users a way to learn about the many functions of the popular online auction and shopping web site and be successful eBay traders. ELCS provides end users with online tutorials, available both in multimedia and text formats, and methods of communicating with system administrators and other users by means of a message box and a discussion forum to facilitate learning and collaborative problem solving. The system employs current technologies such as SQL, HTML, ASP.NET, VBScript, XML, ODBC, and ADO.

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Charosky, Larrieu-Let Guido. "Developing innovation competences in engineering education through project-based and challenge-based learning." Doctoral thesis, Universitat Politècnica de Catalunya, 2021. http://hdl.handle.net/10803/673449.

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There is a gap between industry needs and engineering graduates’ competences that since the past two decades has been under discussion. Engineering graduates are perceived as “too theoretical” by the industry and face difficulties when adapting to the practical working context. This gap is being mostly tackled by project-based courses. Furthermore, the expected competences of the future engineers go beyond the purely technical skills. Competences like creativity, innovativeness, business skills, sense of responsibility, problem-based thinking, collaboration, ability to communicate and effectively dealing with stress and uncertainty, among others, will be increasingly important in the future. Innovation competences in particular are key to tackle current societal challenges, but there is limited understanding about what innovation competences are developed through different types of project-based courses. An education that remains only in the scope of technical skills traditionally expected from engineers will eventually limit the capabilities of the engineers to influence strategy and management decisions, as well as concept definition for new products and services. Institutions like ABET, CDIO and ENAEE – EUR-ACE®, highlight these demands for future engineers’ competences. Ultimately, the more engineers master the innovation process beyond the technical aspects, the more impact they can have in shaping the society of the future, and the greater chances they have to position themselves as decision makers. This study discusses what are the innovation competences needed for engineering students and pedagogical approaches to develop those competences, with the aim of understanding how to better design educational strategies to improve innovation competences in future engineering graduates. A broad literature review was developed on existing innovation competences models and pedagogical approaches to develop innovation competences, going from problem-based to project-based learning to challenge-based education, from New Product Development to Design Thinking, and through different strategies to measure innovation competences. Through a mixed method approach, combining quantitative analysis of surveys and qualitative content analysis of project results, we compared two experiential learning courses developed at the UPC Telecom school: a project-based course and a challenge- based course. We compared self-perception on innovation competences using the INCODE (Innovation Competences Development) Barometer and we developed a qualitative content analysis of project results and self-reflection documents of two groups of engineering students from Telecom Engineering school from UPC going through CBI (Challenge Based Innovation) course versus PDP (Product Development Project) course. CBI is an innovative learning experience carried out by three institutions: Telecom Engineering School of UPC, ESADE Business School and IED Instituto Europeo di Design in collaboration with CERN, where mixed teams of students from the three institutions face open innovation challenges through Design Thinking, with the objective of designing solutions to complex societal problems, considering the use of CERN technologies if suitable. PDP is the “standard” capstone course taken by Telecom engineering students following a classical project management approach based on the CDIO framework. Results shows that experiential learning approaches like project-based and challenge-based education are good educational strategies for developing competences and, explicitly, innovation competences in engineering education, but each strategy emphasizes some competences more than others. Project-based courses demonstrates better results in Planning and Managing Projects. Creativity, Leadership and Entrepreneurship are more developed through a challenge-based approach combined with Design Thinking.
Existe una brecha entre las necesidades de la industria y las competencias de los graduados en ingeniería que se ha estado debatiendo desde las últimas dos décadas. Los graduados en ingeniería son percibidos como "demasiado teóricos" por la industria y encuentran dificultades para adaptarse al contexto laboral real. Esta brecha se aborda principalmente mediante cursos basados en proyectos, desarrollando las competencias esperadas de los futuros ingenieros, que van más allá de las habilidades puramente técnicas. Competencias como la creatividad, la innovación, las habilidades empresariales, el sentido de la responsabilidad, el pensamiento basado en problemas, la colaboración, la capacidad para comunicarse y afrontar eficazmente el estrés y la incertidumbre, entre otras, serán cada vez más importantes en el futuro. Las competencias de innovación en particular son clave para abordar los desafíos sociales actuales. Pero hay una comprensión limitada sobre qué competencias de innovación se desarrollan a través de diferentes tipos de cursos basados en proyectos. Instituciones como ABET, CDIO y ENAEE - EUR-ACE®, destacan estas demandas de competencias de los futuros ingenieros. Este estudio analiza cuáles son las competencias de innovación necesarias para los estudiantes de ingeniería y los enfoques pedagógicos para desarrollar estas competencias, con el objetivo de comprender cómo diseñar mejores estrategias educativas para el desarrollo de competencias de innovación en los futuros graduados en ingeniería. Se desarrolló una extensa revisión de la literatura incluyendo modelos de competencias de innovación y enfoques pedagógicos existentes para desarrollar competencias de innovación, pasando del aprendizaje basado en problemas al aprendizaje basado en proyectos y la educación basada en retos. También se estudió el desarrollo de nuevos productos (NPD) y el pensamiento de diseño (Design Thinking), así como diferentes estrategias para medir competencias de innovación. A través de un enfoque de métodos mixto, combinando el análisis cuantitativo de encuestas y el análisis de contenido cualitativo de resultados de proyectos, se compararon dos cursos de aprendizaje experiencial desarrollados en la escuela Telecomunicaciones de la UPC: un curso basado en proyectos PDP (Proyecto de desarrollo de producto) y un curso basado en retos (CBI-Challenge Based Innovation). Se analizó la autopercepción sobre competencias de innovación utilizando el Barómetro INCODE (Innovation Competences Development), y se desarrolló un análisis de contenido cualitativo de los resultados de proyectos y documentos de autorreflexión. CBI es una experiencia de aprendizaje innovadora llevada a cabo por tres instituciones: Escuela de Ingeniería de Telecomunicaciones de la UPC, ESADE Business School e IED Istituto Europeo di Design en colaboración con CERN, donde equipos mixtos de estudiantes de las tres instituciones enfrentan desafíos de innovación abierta a través del Design Thinking, con el objetivo de diseñar soluciones a problemas sociales complejos, considerando el uso de tecnologías CERN (si es apropiado). PDP es el curso final ¿estándar¿ que toman los estudiantes de ingeniería de telecomunicaciones siguiendo un enfoque clásico de gestión de proyectos basado en el marco CDIO. Los resultados muestran que los enfoques de aprendizaje experiencial como la educación basada en proyectos y la educación basada en retos son buenas estrategias educativas para desarrollar competencias y, específicamente, competencias de innovación en la educación en ingeniería. Pero cada estrategia enfatiza algunas competencias más que otras. Los cursos basados en proyectos demuestran mejores resultados en la planificación y gestión de proyectos. La creatividad, el liderazgo y el espíritu empresarial se desarrollan más a través de un enfoque basado en retos combinado con Design Thinking.
Administració i direcció d'empreses

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Fuller, Mary A. "Transfer of Learning in a K-8 STEM Academy Project Based Learning (PBL) Environment." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011851/.

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The multiple case study investigated levels and types of transfer observed in a K-8 STEM (science, technology, engineering, math) academy in a project-based learning (PBL) environment. The academy was constructed two years prior to the study and conducive to PBL instruction. The students and teachers were in the second year of using PBL in the subject of science at the time of the study. The grade levels observed were second, fourth, and sixth grade and each grade level had three PBL units examined from the beginning to the end of the unit. The nine case studies, from the three different grade levels, were observed to identify Haskell's levels and types of transfer as determined by project requirements, observation of students, completed projects, and student interviews. The findings from this study showed that while projects moved the students beyond knowledge acquisition to application of knowledge in completed projects such as books, films, dances, etc., higher levels of transfer and more types of transfer were not evident. Therefore, based on the results of this study, the evidence of lower levels of transfer suggests that the PBL units, though inventive and potentially valuable to student learning, were not designed for higher levels of transfer.

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Weber, Benjamin Aaron. "The Effectiveness of Participation in a Project-based Learning Project on At-risk Student Self-Efficacy." PDXScholar, 2016. https://pdxscholar.library.pdx.edu/open_access_etds/3363.

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Project-based learning is a multifaceted approach to teaching in which students explore real-world problems and challenges while working in small collaborative groups. Project-based learning is active and engaging and drives students to obtain a deeper knowledge of the subjects they're studying, and students develop confidence and self-direction as they move through both team-based and independent work. This project endeavored to assess the effect of participation in a project-based learning (PBL) activity of the Wind and Oar Boat School's curriculum on the self-efficacy of at-risk high school students. Twenty students participated in the program for both math and applied arts credits needed to complete their high school graduation requirements. Data were collected using a retrospective pre-then-post survey, participant observations, and semi-structured interviews. To assess student Self-efficacy, the researcher observed six constructs of self-efficacy, those being motivation, problem- solving, resilience, teamwork, confidence, and course skills. The findings were utilized to create student narratives that documented the experiences of the students in the program and provide the student side of the program and the changes that happened because of their participation in the program. Analysis of the retrospective survey confirmed that the students had statistically significant increases in all the constructs of self-efficacy, which was congruent with literature citations, researcher observations, and student interviews.

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Amaya, Zeda Glass. "Business case analysis: Learning to think like a physician." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3038.

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The project introduces and subsequently proposes a novel framework, based on the medical model of diagnosis, to facilitate business students' preparation of case analysis. The project also shows students how to apply the framework in a sample case study.

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Ozdemir, Esra. "An Investigation On The Effects Of Project-based Learning On Students." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/3/12607166/index.pdf.

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Although geometry is important area in the mathematics curriculum, evidence from numerous research studies makes it clear that many students&rsquo
geometrical understanding is not at the level they need or are expected to be, especially in Turkey. The project-based learning approach offered to be one of the most effective learning tools to provide for the students an environment in which they can reach their own conclusions instead of just lecturing them, in the new mathematics curriculum in Turkey. In this study, the effects of project-based learning on the 7th grade students&rsquo
achievement in geometry and these students&rsquo
attitude towards geometry were examined. This study was conducted with a group of 24 seventh grade students in the Bilim College during the last five weeks of the 2004-2005 academic year. One group pre-test and post-test design was used. The instruments used for data collection are as follows: polygon, circle and cylinder achievement tests, geometry attitude scales, student survey forms, teacher&rsquo
s observation scales, and interviews. The data obtained was analyzed by a paired-sample t-test. The results from achievement tests and attitude scale indicated that project-based learning increased students&rsquo
geometry achievement and attitudes toward geometry, respectively. The student survey form and interview responses of the students, teacher&rsquo
s observation form responses of the teachers and the observation of the researcher also suggest that project-based learning increased their achievement in and their attitudes towards geometry as a result of making their own models, dealing with authentic daily life problems, determining the dimensions and the areas by trial and error. Moreover, this study helped grasp the attention and increase the desire to study particularly of those students with high capacity who performed unsatisfactorily due to their inclination to get distracted during classes. Providing those who were easily distracted and used every chance to disrupt the lectures with the opportunity to engage in something they could see as their own project brought about favorable results.

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Wong, Wai-man. "The implementation of project-based learning in economics at certificate level." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37343026.

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Hui, Yu-chun Lorena, and 許如珍. "Project-based learning in a Hong Kong secondary school: an evaluation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B3014386X.

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Wong, Wai-man, and 黃慧文. "The implementation of project-based learning in economics at certificate level." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37343026.

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Mohamed, Bahaaeldin, and Thomas Köhler. "Learning Management Systems as a Tool for Community-based Project Management." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-141860.

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This paper addresses a new conceptual framework for a communitybased project management learning model that aims to support learning within a project and enhance the distribution of knowledge within a particular virtual community. This model also aims to develop a virtual community of doctoral students, who can manage their own projects online with other community members who have the same interest. In order to develop that model, a checklist of community-based project management process has been developed in the light of the literature review and the needs of stakeholders (doctoral students and researchers). Within this model, community-based project management includes three main elements: community, project and management. In relation to project, there are two main sub elements. First is projectbased learning (PBL), which is based on constructivist perspective of learning that make students construct their knowledge when they work together to accomplish specific goals. Second is the project management body of knowledge (PMBOK), which is a project management guide, and an internationally recognized standard [PMBOK Guide, 2004], that provides the fundamentals of project management as they apply to a wide range of projects, including construction, software, engineering, automotive, so the study deploy this approach to scaffold based project management learning model. In the terms of the community element, this study adopted the community of inquiry model, which defines a good e-learning environment through three major aspects: cognitive presence, social presence and teaching presence. The last element which is addressed in this study called knowledge management. After identifying these elements, this study investigates a range of tools in the light of this model. The study analyses six different learning and content management systems (OPAL, Moodle, Joomla, e107, ZMS and TUDWCMS) in order to find out tool(s) that is/are sufficient for implementing the suggested study model.

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Wu, Hsiu-Lan, and 吳秀蘭. "Learning Based of Project Management Framework." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/86240096925474923984.

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碩士
世新大學
資訊管理學研究所(含碩專班)
93
For a long time problem of project management is uncontrollable cost、schedule delay and can't anticipated quality, it is unable to be solved. The “Lesson Learned” coming to keep the special project through the execution of the special project. This purpose for causing the special project stops covering the same mistake. So the experience of “Lesson Learned”, it can be the best model of practice which becomes the reference for project. This topic will be the most important subject to date. This research, propose that A Learning Base of Project Management Framework (LBPMF ), to state that special project management fail causes at present to aim at to keep good experience of management of special project. In order to improve the probability that the special project succeeds, or mprove the performance carried out, we need to execute this framework. This research use expert's interview way, offer the suggestion and modification the practice, and then construct the components and practicability in this framework of “LBPMF”. Experience outcome of “LBPMF”, and the direct artifact or indirect artifact of evidences in CMMI appraisal, has done the preliminary correspondence in several process areas. Finally, this framework can offer a feasible direction for the organization of CMMI certification.

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Correia, Joel Carlos Campos 1981. "Project based learning e robótica educativa." Master's thesis, 2019. http://hdl.handle.net/10451/39786.

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Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Informática, Universidade de Lisboa, Instituto de Educação, 2019
A Robótica educativa tem vindo a desenvolver-se, nos últimos anos, como uma ferramenta de grande utilidade, não só no que respeita à assimilação de conhecimentos de informática, mas também como conceito que permite a aprendizagem de noções importantes em outras áreas temáticas. Este facto é corroborado através da crescente aposta no ensino da robótica, exemplo disso é a iniciativa Probotica apoiada pelo Ministério da Educação. Este projeto tem como objetivo a definição de um plano do trabalho para a prática de ensino supervisionada. Para tal, haverá uma reflexão sobre os conhecimentos e competências associadas às diversas dimensões da profissão de professor, no contexto do ensino da informática, seguida da exploração e discussão da robótica educacional. Serão também identificados conceitos científicos da área de informática, e a consequente apresentação de um projeto de intervenção educacional. A par disso foram analisadas as várias dimensões dos processos cognitivos de acordo com a taxonomia de Bloom e sua crescente complexidade, por forma a servir de suporte para o planeamento da experiência pedagógica. Foi então investigado se Project-based Learning associado ao desenvolvimento de tarefas sequenciadas, em nível de complexidade crescente, utilizando como referência a taxonomia de Bloom, propiciou uma aprendizagem mais consistente e eficaz de conceitos de programação. Para tal foi projetada uma evolução temporal de diferentes ações ligadas a processos cognitivos de aprendizagem junto do conjunto de alunos, evidenciaram as competências de “Criar”, ”Experimentar”, “Simular” e “Produzir” devido à sua presença contínua na intervenção. Concluiu-se que ocorreram melhorias nas competências dos alunos, contribuindo para tal a abordagem pedagógica previamente selecionada.
In recent years, educational robotics has developed as a very useful tool, not only in terms of the assimilation of computer programming knowledge, but also as a concept that facilitates the learning of important concepts in other subject areas. This fact coincides with the growing emphasis on the teaching of robotics, for example the Probotica national initiative supported by the Ministry of Education. The objective of this project is to define a work plan for the practice of supervised teaching, to which end it will include reflection on the knowledge and skills associated with the various dimensions of the teaching profession, in the context of the teaching of computer programming, followed by exploration and discussion of educational robotics and associated concepts. Scientific concepts will be also identified and explored within the area of Computer Science, and the subsequent presentation of a project on educational intervention. In addition, the various dimensions of cognitive processes were analyzed according to Bloom's taxonomy and its increasing complexity, in order to support the planning of the pedagogical experience. It was then investigated whether the project-based learning associated with the development of sequenced tasks, over increasing levels of complexity, using as a reference Bloom’s taxonomy, provided a more consistent and effective learning of programming concepts. In order to do so, evolution over time in the effectiveness of the cognitive actions over the learning process among the students was projected, where the competencies of "Create", "Experiment", "Simulate" and "Produce" were study and analysis was done, due to their continuous presence in the intervention. From which it was concluded that improvement occurred in the various skills and competencies of the students, which was contributed by the previously selected teaching approach.

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