The transformative impact of the project-based learning approach on students’ self-perceptions in a teacher training program
DOI:
https://doi.org/10.29329/pedper.2024.41Keywords:
Self-perception, Project-Based Learning, Skills to cooperate and a growth mindset, Curious learningAbstract
In education, fostering collaboration skills and cultivating a growth mindset are paramount for student success. This study aims to investigate the impact of the Curious Learning course on students' self-perception of collaboration skills and growth mindset within the Teacher Training program. Employing a Dual-Method Analysis approach, qualitative insights were gleaned from students' portfolios and lesson record microanalysis, while quantitative data were collected through a questionnaire measuring participants' attitudes toward collaboration and growth mindset. After completing the Curious Learning course, further analysis of the questionnaire and portfolio entries revealed that many students reflected more realistic perceptions of their collaboration skills and learning management abilities. These findings suggest that the course effectively enhances students' self-perception of collaboration skills and fosters a growth mindset within the learning process.References
Blömeke, S., & Delaney, S. (2012). Assessment of teacher knowledge across countries: A review of the State of Research. ZDM, 44(3), 223–247. https://doi.org/10.1007/s11858-012-0429-7
Buck Institute for Education. (2019). Online: https://www.pblworks.org/blog/gold-standard-pbl-essential-project-design-elements
Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Houghton Mifflin Company.
Capps, D. K., & Crawford, B. A. (2013). Inquiry-based instruction and teaching about nature of science: Are they happening? Journal of Science Teacher Education, 24(3), 497–526. https://doi.org/10.1007/s10972-012-9314-z
Cedefop. (2016). Rise of the machines. ESJ survey INSIGHTS, (č. 8)
Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8), 947–967. https://doi.org/10.1016/s0742-051x(02)00053-7
Crawford, B. A. (2007). Learning to teach science as inquiry in the rough and tumble of Practice. Journal of Research in Science Teaching, 44(4), 613–642. https://doi.org/10.1002/tea.20157
Dweck, C. S., & Dweck, C. S. (2017). Mindset: Changing the way you think to fulfill your potential. Robinson.
Enderle, P., Dentzau, M., Roseler, K., Southerland, S., Granger, E., Hughes, R., Golden, B., & Saka, Y. (2014). Examining the influence of rets on science teacher beliefs and practice. Science Education, 98(6), 1077–1108. https://doi.org/10.1002/sce.21127
Fraenkel, J., Wallen, N. & Hyun, H. (2011). How to Design and Evaluate Research in Education McGraw-Hill Education, 704p.
Feldman, A., & Özalp, D. (2019). Science teachers’ ability to self-calibrate and the trustworthiness of their self-reporting. Journal of Science Teacher Education, 30(3), 280–299. https://doi.org/10.1080/1046560x.2018.1560209
Hagevik, R., Aydeniz, M., & Rowell, C. G. (2012). Using action research in Middle -Level teacher education to evaluate and deepen the reflective practice. Teaching and Teacher Education, 28(5), 675–684. https://doi.org/10.1016/j.tate.2012.02.006
HENDL, J. (2006). Přehled statistických metod zpracování dat. Analýza a metaanalýza dat. Praha: Portál, 2006. 696 s.
Hutner, T. L., & Markman, A. B. (2016). Proposing an operational definition of science teacher beliefs. Journal of Science Teacher Education, 27(6), 675–691. https://doi.org/10.1007/s10972-016-9480-5
Kaasila, R., & Lauriala, A. (2010). Towards a collaborative, interactionist model of teacher change. Teaching and Teacher Education, 26(4), 854–862. https://doi.org/10.1016/j.tate.2009.10.023
KOMÁRIK, E. (2002). Metódy vedeckého poznávania človeka. Bratislava : Univerzita Komenského, 2002. 210 s.
Kotuľáková, K. (2019). Importance of teachers’ beliefs in the development of scientific literacy. Chemistry-Didactics-Ecology-Metrology, 24(1–2), 77–87. https://doi.org/10.2478/cdem-2019-0006
Larmer, J., Mergendoller, J., & Boss, S. (2015). Setting the standard for Project Based Learning: A proven approach to rigorous classroom instruction. ASCD.
Maderick, J. A., Zhang, S., Hartley, K., & Marchand, G. (2015). Preservice teachers and self-assessing digital competence. Journal of Educational Computing Research, 54(3), 326–351. https://doi.org/10.1177/0735633115620432
Meschede, N., Fiebranz, A., Möller, K., & Steffensky, M. (2017). Teachers’ professional vision, pedagogical content knowledge, and beliefs: On its relation and differences between pre-service and in-service teachers. Teaching and Teacher Education, 66, 158–170. https://doi.org/10.1016/j.tate.2017.04.010
Monet, J. A., & Etkina, E. (2008). Fostering self-reflection and Meaningful learning: Earth science professional development for middle school science teachers. Journal of Science Teacher Education, 19(5), 455–475. https://doi.org/10.1007/s10972-008-9106-7
Moore-Russo, D. A., & Wilsey, J. N. (2014). Delving into the meaning of productive reflection: A study of future teachers’ reflections on representations of teaching. Teaching and Teacher Education, pp. 37, 76–90. https://doi.org/10.1016/j.tate.2013.10.002
NUCEM (2021). Research report of the analysis results from PIAAC online. Available on-line: https://piaac.nucem.sk/wp-content/uploads/2021/07/Statisticke-spracovanie-vyskumu-klucovych-kompetencii-a-postojov-pedagogickych-a-odbornych-zamestnancov-nizsieho-stredneho-vzdelavania_2021.pdf
Reeve, J. (2016). Autonomy-Supportive Teaching: What It Is, How to Do It. In Liu, W. Ch., Wang, J.Ch., Ryan, R. M., Eds., Building Autonomous Learners: Perspectives from Research and Practice using Self-Detrmination Theory. Springer. p. 129–152.
Reeve, J. (2006). What Teachers Say and Do to Support Students’ Autonomy During a Learning Activity. In Journal of Educational Psychology. 2006, vol. 98, pp. 209–218.
Rose, D. H., Meyer, A., Rappolt, G., & Strangman, N. (2002). Teaching every student in the digital age: Universal Design for Learning. ASCD.
Savasci, F., & Berlin, D. F. (2012). Science teacher beliefs and classroom practice related to constructivism in different school settings. Journal of Science Teacher Education, 23(1), 65–86. https://doi.org/10.1007/s10972-011-9262-z
Stolp, S., & Zabrucky, K. M. (2017). Contributions of metacognitive and self-regulated learning theories to investigations of calibration of comprehension. International Electronic Journal of Elementary Education, 2(1), 7–31. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/255
OECD. (2018). The future of education and skills: Education 2030. OECD Publishing, Paris.
Yin, R. K. (2017). Case study research and applications: Design and methods. SAGE Publications.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Pedagogical Perspective
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
