102097 Researching Teaching & Learning 2

Assignment 2

17698506

Luke Ranieri

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 Table of Contents

Part A: Literature Review …….….….….…...……………..…………………………… 3

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 Part A: Literature Review

Group Topic: Student Engagement and Management through Project-Based Learning.

Subtopic: Impact of Project-Based Learning on the development of student critical thinking,

motivation and life skills in secondary school STEM (Science Technology

Engineering and Mathematics) classes.

Science Technology Engineering and Mathematics (STEM) is one of the fastest growing and

most innovative subject areas within secondary school, as teachers in this field teach a

diverse range of subjects. Learning in the 21st century environment has to engage students

and make the learning meaningful. The traditional way of teaching is through disconnected

lessons, where each lesson works independently, daily teaching of a skill which suits a unit

based on a theme or topic and does not connect to other units in a learning scoop (Beier et al.,

2019). Unlike traditional teaching methods, project-based learning (PBL) is a method of

active instruction which is centred around the student, and is characterised by students’ goal-

setting, collaboration, constructive investigation, communication, reflection and autonomy

(Katz & Chard, 2000). Project based-learning is also classified as “an instructional approach

that contextualizes learning by presenting learners with problems to solve or products to

develop” (Moss & Van Duzer, 1998). PBL is based on three constructivist principle; within

the learning process, learners are involved actively and achieve their goals through sharing of

knowledge and understanding, and social interactions, with learning being context specific

through authentic problems and questions within real-world practices (Al-Balushi & Al-

Aamri, 2014; Cocco, 2006).

The origin of PBL can be pin down to the progressive tradition advocated by John

Dewey, who maintained the idea of “learning by doing” (Aubrey & Riley, 2018). His

argument was that the classroom should be perceived as a society, and at the centre of the

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learning process are the students. Project-based learning is often mistaken for problem-based

learning, which designates programs planned around specific problems, and is frequently

teacher driven, that may or may not be related to problems in the real world and in their

future career paths (Strobel & Van Barneveld, 2009; Walker & Leary, 2009). With Project-

based learning being a particular form of problem-based learning, concentrating on an open-

ended project which is authentic, student driven, and teacher guided (Beier et al., 2019;

Thomas, 2000). Thomas & Mergendoller (2000) implements five criteria to define PBL. The

first; project are centralized and are not exterior to the curriculum. The second; the projects

are dedicated to problems or questions which motivate students to confront the main

principals and concepts of the field. The third; students are involved in the project through

constructive investigation methods. The fourth; a significant amount of the project is student-

driven. Lastly, the projects are realistic, and give real world driven, not school-like. Thomas

& Mergendoller (2000) go on to declares there also should be a sixth criterion, stating that

students must collaborate in the project.

Stoller (2006) supports this definition of PBL and adds to it, stating that PBL must

have a product and process, students have partial ownership of the project, students

understanding of the topic develops through content and metalanguage integration, teachers

and students are assigned new roles and responsibilities, and the project extends over a time

period, which may be numerous days, weeks or even multiple months. Stoller (2006) goes on

to state PBL also involves students to collaborate and be capable of working on their own, the

project integrates life skills, students provide a final tangible product, and involves reflecting

on both the product and the process. PBL as a method of instruction has strong connections

with other pedagogical approaches, for instance problem-based learning midst others (Helle,

Tynjälä & Olkinuora, 2006). Thus, PBL differs from the traditional teaching methods, and

has a big emphasis on communication and functional parts of the curriculum learning, while

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noticing the integrity of learning content. The range of classifying features paired with the

absence of a commonly recognised standard for project-based learning has resulted in a range

of PBL models and researches used across education and STEM (Kek & Huijser, 2016).

Fortunately, there are still overlapping characteristics and features to define PBL.

Within their research and results, Al-Balushi & Al-Aamri (2014) determined PBL to

be no more time-consuming or resource intensive than traditional instruction and is capable

of being carry out with limited resources. Patton (2012) states that modern digital technology

assists students in easily engaging with designing and developing their project, since students

can record and document the process and easily communicate their ideas and creations

digitally to others, notably in STEM classes. Erstad (2002) found that applicable use of

technology a cohesive part of the pedagogical processes can aid students, both high achieving

and underperforming, to develop knowledge and skills in the STEM setting through PBL.

However, Bell (2010) demonstrates that students need to be supported and guided when using

technology effectively and safely to reap the creative potentials that technology can offer.

PBL’s successful implementation in the classroom relies heavily on the teacher’s

ability to successfully and effectively scaffold students’ motivation, support and learning,

while guiding them alongside the project (Kokotsaki, Menzies & Wiggins, 2016). Hmelo-

Silver, Duncan & Chinn (2007) stipulate that high quality experiences with scaffolded

instruction within can help reduce students’ cognitive load, and will allow students to make

successful strides, and eventually attain cognitive development almost beyond their grasp.

Teachers scaffolding students’ learning might be required to give students content insight of

the desired outcome in PBL, to enable students to recognise and engage in learning

opportunities provided in the classroom (Gresalfi, Barnes & Cross, 2012). Founded in their

investigation and results, Grant and Branch (2005) determined that students can comprehend

and appreciate how their abilities and skills can be used across fields, when teachers explore

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cross-curriculum unites and team teaching, which in term avoids skill and knowledge

fragmentation.

Research suggests that a positive effect is observed on students’ self-efficacy and

interests when project-based learning is implemented (Bilgin, Karakuyu, & Ay, 2015;

Holmes & Hwang, 2016). Within the study conducted by Lima, Mesquita and Flores (2014),

interviews were performed to evaluate attitudes about project-based learning, involving

numerous teachers and students, with the research results being that PBL is largely received

in positivity. Survey and research of attitudes towards PBL have a habit of confirming these

findings, where students find contributing in authentic projects to be a relishing and engaging

experience, and find projects combined with PBL courses to be of high value (Sababha et

al., 2016; Tseng, et al., 2013; Zastavker et al., 2006). Though, there is still a lack of research

that is focused on the effect of project-based learning in regard to students’ aspirations in a

STEM career. Helle et al. (2007) established that students’ motivation for course subject

engagement improved considerably when students participated in project-based learning,

over the course of a semester. Although these investigations and studies are an indication of

PBL having a positive effect on student self-efficacy and future occupation interests, the

results are too varying, demanding further research and studies (Atadero, Rambo-Hernandez

& Balgopal, 2015; Bilgin et al., 2015; Helle et al., 2007).

Resulting from the review of literature above, it is seen that project-based learning

effects students’ academic achievements and motivation in a beneficial and positive way, and

the following statements are recommended as they are deemed to be fundamental for the

PBL’s successful adoption within the classroom. Autonomy and choice for students

throughout the PBL process helps students acquire as perception of control and ownership

over their learning, while harmonising independent inquiry work with didactic instruction,

ensuring student development of skill and knowledge prior to engaging in independent work

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(Beier et al., 2019). Teachers should offer support and guidance regularly, and emphasis

should be given on student self-management and managing time, including the productive

and safe use of technological resources (Kek & Huijser, 2016). Lastly, PBL requires effective

group work of high quality to ensure students share participation, and an emphasis on

assessment and reflection, both self and peer evaluation are important, alongside evidence of

progression in developing knowledge which will help promote student learning. (Beier et al.,

2019). Although, there are many obstacles and challenges, the benefits of project-based

learning enhancing student motivation, critical thinking and life-skills in education and

STEM classes, outweigh the disadvantages.

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 Part A: References
Al-Balushi, S., & Al-Aamri, S. (2014). The effect of environmental science projects on

students’ environmental knowledge and science attitudes. International Research in

Geographical and Environmental Education, 23(3), 213-227.

Atadero, R. A., Rambo-Hernandez, K. E., & Balgopal, M. M. (2015). Using social cognitive

career theory to assess student outcomes of group design projects in statics. Journal of

Engineering Education, 104(1), 55–73. https://doi.org/10.1002/jee.20063

Aubrey, K., & Riley, A. (2018). Understanding & using educational theories. London: SAGE

Publications.

Beier, M., Kim, M., Saterbak, A., Leautaud, V., Bishnoi, S., & Gilberto, J. (2019). The Effect

of Authentic Project-Based Learning on Attitudes and Career Aspirations in

STEM. Journal of Research in Science Teaching, 56(1), 3-23.

Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing

House: A Journal of Educational Strategies, Issues and Ideas, 83, 39–43.

Bilgin, I., Karakuyu, Y., & Ay, Y. (2015). The Effects of Project Based Learning on

Undergraduate Students' Achievement and Self-Efficacy Beliefs towards Science

Teaching. EURASIA Journal of Mathematics, Science & Technology

Education, 11(3), 469-477.

Cocco, S. (2006). Student Leadership Development: The Contribution of Project-based

Learning, ProQuest Dissertations and Theses.

Erstad, O. (2002). Norwegian students using digital artifacts in project-based learning.

Journal of Computer Assisted Learning, 18, 427–437.

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Grant, M. M., Branch, R. M. (2005). Project-based learning in a middle school: Tracing

abilities through the artifacts of learning. Journal of Research on Technology in

Education, 38, 65–98.

Gresalfi, M. S., Barnes, J., Cross, D. (2012). When does an opportunity become an

opportunity? Unpacking classroom practice through the lens of ecological

psychology. Educational Studies in Mathematics, 80, 249–267.

Helle, L., Tynjälä, P., Olkinuora, E., & Lonka, K. (2007). ‘Ain't nothin' like the real thing’.

Motivation and study processes on a work‐based project course in information

systems design. British Journal of Educational Psychology, 77(2), 397-411.

Helle, L., Tynjälä, P., & Olkinuora, E. (2006). Project-Based Learning in Post-Secondary

Education – Theory, Practice and Rubber Sling Shots. Higher Education, 51(2), 287-

314.

Hmelo-Silver, C., Duncan, R., & Chinn, C. (2007). Scaffolding and Achievement in

Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark

(2006). Educational Psychologist, 42(2), 99-107.

Holmes, V., & Hwang, Y. (2016). Exploring the effects of project-based learning in

secondary mathematics education. The Journal of Educational Research, 109(5), 449-

463.

Katz, L., & Chard, Sylvia C. (2000). Engaging children's minds : The project approach (2nd

ed.). Stamford, Conn.: Ablex Pub.

Kek, M., & Huijser, H. (2016). Problem-based Learning into the Future : Imagining an Agile

PBL Ecology for Learning.

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Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the

literature. Improving Schools, 19(3), 267-277. doi: 10.1177/1365480216659733

Lima, R., Mesquita, D., & Flores, M. (2014). Project Approaches in Interaction with Industry

for the Development of Professional Competences. IIE Annual Conference.

Proceedings, 1668-1677.

Moss & Van Duzer (1998). Project-Based Learning for Adult English Language Learners.

Washington DC: National Center for ESL Literacy Education.

Patton, A. (2012). Work that matters: The teacher’s guide to project-based learning. London:

Paul Hamlyn Foundation.

Sababha, B., Alqudah, Y., Abualbasal, A., & Al Qaralleh, E. (2016). Project-Based Learning

to Enhance Teaching Embedded Systems. EURASIA Journal of Mathematics,

Science & Technology Education, 12(9), 2575-2585.

Stoller, F. (2006). Establishing a theoretical foundation for project-based learning in second

and foreign language contexts. In Beckett, G., H. & P. C. Miller (Eds.), Project-Based

Second and Foreign Language education: past, present, and future (pp. 19-40).

Greenwich, Connecticut: Information Age Publishing.

Strobel, J., & Van Barneveld, A. (2009). When is PBL More Effective? A Meta-synthesis of

Meta-analyses Comparing PBL to Conventional Classrooms. Interdisciplinary Journal

Of Problem-Based Learning, 3(1). doi: 10.7771/1541-5015.1046

Thomas, J. W. & Mergendoller, J. R. (2000). Managing project-based learning: Principles

from the field. Paper presented at the Annual Meeting of the American Educational

Research Association, New Orleans.

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Thomas, J. W. (2000). A review of research on project-based learning. Retrieved from

http://www.bie.org/research/study/review_of_project_based_learning_2000

Tseng, K.-H., Chang, C.-C., Lou, S.-J., & Chen, W.-P. (2013). Attitudes towards science,

technology, engineering and mathematics (STEM) in a project-based learning (PjBL)

environment. International Journal of Technology & Design Education, 23(1), 87–

102. https://doi.org/10.1007/s10798-011-9160-x

Walker, A., & Leary, H. (2009). A Problem Based Learning Meta Analysis: Differences

Across Problem Types, Implementation Types, Disciplines, and Assessment

Levels. Interdisciplinary Journal Of Problem-Based Learning, 3(1). doi:

10.7771/1541-5015.1061

Zastavker, Y., Ong, M., & Page, L. (2006). Women in Engineering: Exploring the Effects of

Project-Based Learning in a First-Year Undergraduate Engineering

Program. Proceedings. Frontiers in Education. 36th Annual Conference, 1-6.

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 Part B: Data Collection Protocol

Data Collection Method: Online Qualitative Survey by means of SurveyMonkey.com

Link to Survey: https://www.surveymonkey.com/r/2PC8JPF

Survey QR:

Survey Consent:
Due to this survey being conducted online, the use of the Western Sydney University Consent
Form was not required, as the first page of the survey is mandatory and is used to provide
participants’ consent through acceptance of the following statement:
“By participating in this survey, I acknowledge that:
- I have read the project information and have been given the opportunity to discuss the
information and my involvement in the project with the researcher/s.
- The procedures required for the project and the time involved have been explained to me,
and any questions I have about the project have been answered to my satisfaction.
- I consent to complete all survey questions.
- I understand that my involvement is confidential, and that the information gained during
this data collection experience will only be reported within the confines of the ‘Researching
Teaching and Learning 2’ unit, and that all personal details will be de-identified from the
data.
- I understand that I can withdraw from the project at any time, without affecting my
relationship with the researcher/s, now or in the future.”

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Survey Questions:
The following are images of the online survey for collecting data about teachers’ perspectives
and knowledge on the impact of Project-Based Learning on the development of student
critical thinking, motivation and life skills in secondary school STEM (Science Technology
Engineering and Mathematics) classes.

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 Part C: Data Collection Protocol Justification

The data collection protocol presented in Part B is setup to be easily executed as action

research implemented by pre-service. The purpose for the data collection protocol was to

examine the impact of Project-Based Learning on the development of student critical

thinking, motivation and life skills in secondary school STEM (Science Technology

Engineering and Mathematics) classes. The use of SurveyMonkey.com as an instrument of

developing and dispensing an online survey is a simple and fast means of gathering

information for an action research project.

The reason for the use of an online style survey for my data collection protocol is the

effortless distribution to teachers via online emails, text message and QR code image. By

using this protocol, collecting participants’ consent was quicker and resource friendly than

having to supply the Western Sydney Consent Forms in physical form, and having the

document signed. As participants had to click ‘OK’, confirming their consent before

commencing the survey.

Using a qualitative survey allows for richer perspectives from participants, contrasting

to a quantitative method. The survey is designed with ten questions, offering answers from

multiple-choice and checkbox style to typed extended response, offering more quantitative

data to be collected. This was achievable in the survey design as the medium and provider

chosen allowed for different styles of questions. The questions with the agree/disagree

options were presented with only four options as to force participants not to fence sit on their

answer: strongly agree, agree, disagree, and strongly disagree. A major benefit of using

surveys is the ability to collect data through easy distribution and quick collection of

information for a large participant quantity.

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 The survey developed will be distributed to more than 20 teacher participants. By

using the data collection protocol, it will allow for the gathering of relevant data on the

impacts of Project-Based Learning on the development of student critical thinking,

motivation and life skills in secondary school STEM (Science Technology Engineering and

Mathematics) classes, and the characteristics of Project-Based Learning that have the biggest

positive effects on student critical thinking, motivation and life-skills.

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