Berger, R. (2003). An Ethic of Excellence: Building a Culture of Craftsmanship with Students. Heinemann, a division of Reed Elsevier Inc., 361 Hanover Street, Portsmouth, NH 03801-3912.
Ron Berger, the guru of project-based learning and 'Expeditionary Learning' schools, describes an ethic of learning excellence and gives strategies to build and sustain a school culture predicated on this ethic. His book discusses this broad notion of excellence that includes excellence in academics, arts and creativity, and character.
Saturday, September 21, 2013
A Review of Research on Project-Based Learning
Thomas, J.W. 2000. A review of research on project-based learning. San Rafael, CA: Autodesk Foundation.
This author examines research from the past decade, related to the teaching and learning of "Project-Based Learning" (PBL). The review covers eight topics: a definition of project-based learning, the underpinnings of PBL research and practice research on the effectiveness of PBL, the role of student characteristics in PBL, the challenges associated with enacting PBL, research on improving the effectiveness of PBL, as well as conclusion and future directions for PBL research.
This author examines research from the past decade, related to the teaching and learning of "Project-Based Learning" (PBL). The review covers eight topics: a definition of project-based learning, the underpinnings of PBL research and practice research on the effectiveness of PBL, the role of student characteristics in PBL, the challenges associated with enacting PBL, research on improving the effectiveness of PBL, as well as conclusion and future directions for PBL research.
Problem based learning: An instructional model and its constructivist framework
Savery, J. R., & Duffy, T. M. (1995). Problem based learning: An instructional model and its constructivist framework. Educational technology, 35(5), 31-38.
This article makes the connection between the theoretical principles of constructivism, the practice of instructional design, and the practice of teaching. The basic characterization of constructivism is identified and what they believe to be the central principles in learning and understanding. The authors then identify and give an in-depth description on eight instructional principles for the design of a constructivist learning environment. The article concludes with an examination of best exemplars of a constructivist learning environment.
This article makes the connection between the theoretical principles of constructivism, the practice of instructional design, and the practice of teaching. The basic characterization of constructivism is identified and what they believe to be the central principles in learning and understanding. The authors then identify and give an in-depth description on eight instructional principles for the design of a constructivist learning environment. The article concludes with an examination of best exemplars of a constructivist learning environment.
Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning
Blumenfeld, P.C., Soloway, E., Marx, R.W., Krajcik, J.S., Guzdial, M., & Palinscar, A.(1991). Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning. Educational Psychologist, 26 (3&4), 369-398.
Project-based learning is a comprehensive approach to classroom teaching and learning that is designed to engage students in investigation of authentic problems. Blumenfeld, et al, pose an argument for why projects have the capacity to help students learn. Specifically, this study indicates the factors in project design that affect motivation and thought. The article examines difficulties that students and teachers often encounter with projects, and describes how technology is a tool that can support students and teachers as they work on projects, while maintaining motivation and thought.
Project-based learning is a comprehensive approach to classroom teaching and learning that is designed to engage students in investigation of authentic problems. Blumenfeld, et al, pose an argument for why projects have the capacity to help students learn. Specifically, this study indicates the factors in project design that affect motivation and thought. The article examines difficulties that students and teachers often encounter with projects, and describes how technology is a tool that can support students and teachers as they work on projects, while maintaining motivation and thought.
A Project-based Digital Storytelling Approach for Improving Students' Learning Motivation, Problem-Solving Competence and Learning Achievement
Chun-Ming Hung1, h., Gwo-Jen Hwang2, g., & Iwen Huang1, h. (2012). A Project-based Digital Storytelling Approach for Improving Students' Learning Motivation, Problem-Solving Competence and Learning Achievement. Journal Of Educational Technology & Society, 15(4), 368-379.
Despite project-based learning's popularity as a tool for instruction, we are still confronted with the difficulty in its practical approach and use as an authentic strategy. This study proposes using digital storytelling in a science course, at the elementary level, to address student learning and motivation. The school of study, in southern Taiwan, assigned 117 Grade 5 students, to a control or experimental group. Their goal was to compare the performance of the approach with conventional project-based learning. Students used a web-based search system to collect data on the internet based on teacher questions, while the experimental group used Microsoft's photo story to develop movies for storytelling based on the collected data. Measuring tools used included the science learning motivation scale, problem solving competence scale, and the science achievement test. Results showed that the project-based learning with digital storytelling effectively enhanced students' science learning motivation, problem-solving competence, and learning achievement.
Quote: "project-based digital storytelling approach not only enhanced the students' learning achievement and problem-solving competence, but also improved their learning attitude and motivation" (p. 376)
Despite project-based learning's popularity as a tool for instruction, we are still confronted with the difficulty in its practical approach and use as an authentic strategy. This study proposes using digital storytelling in a science course, at the elementary level, to address student learning and motivation. The school of study, in southern Taiwan, assigned 117 Grade 5 students, to a control or experimental group. Their goal was to compare the performance of the approach with conventional project-based learning. Students used a web-based search system to collect data on the internet based on teacher questions, while the experimental group used Microsoft's photo story to develop movies for storytelling based on the collected data. Measuring tools used included the science learning motivation scale, problem solving competence scale, and the science achievement test. Results showed that the project-based learning with digital storytelling effectively enhanced students' science learning motivation, problem-solving competence, and learning achievement.
Quote: "project-based digital storytelling approach not only enhanced the students' learning achievement and problem-solving competence, but also improved their learning attitude and motivation" (p. 376)