This School is Made for Students: Students' Perspectives on PBL.
This School is Made for Students: Students' Perspectives on PBL.
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DOI：
10.1007/s41686-022-00066-0
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发表时间：
2022
影响因子：
1.5
通讯作者：
Stork, Michele Garabedian
中科院分区：
文献类型：
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作者：
Turcotte, Nate;Rodriguez-Meehan, Melissa;Stork, Michele Garabedian
基于项目的学习 (PBL) 是 K-12 环境中越来越流行的教学方法。接触过这种方法的学生比没有接触过这种方法的同龄人表现出更高的学业成绩，并且自我效能感和其他非学术技能也表现出积极的水平。这项研究采用定性方法，包括观察、文物收集、访谈和焦点小组，探讨了生物学学生对其基于项目的学习经历的看法。特别是，我们利用学生焦点小组来了解学生如何看待他们的学习经历。在这个焦点小组中，学生认为基于项目的学习对他们的能动性、自我效能和整体学习体验产生积极影响。值得注意的是，学生的叙述揭示了他们对 PBL 的积极看法如何与基于项目的学习的有目的地设计的元素相对应。本文为那些对学生如何看待基于项目的学习以及如何将基于项目的学习融入课堂感兴趣的教师和教育领导者提供了启示。
Project-based learning (PBL) is an increasingly popular pedagogical method in K-12 settings. Students exposed to this approach have demonstrated higher academic performance than their peers who have not been exposed, as well as positive rates of self-efficacy and other non-academic skills. Using qualitative methods, including observation, artifact collection, interviews, and focus groups, this research explores biology students’ perceptions of their project-based learning experiences. In particular, we leverage a student focus group to understand how students perceive their learning experience. In this focus group, students perceive project-based learning as a positive influence on their agency, self-efficacy, and learning experience as a whole. Significantly, students’ accounts reveal how their positive perceptions of PBL correspond with purposefully designed elements of project-based learning. This article offers implications for teachers and educational leaders interested in how students perceive project-based learning and how they might integrate project-based learning into their classrooms.