Turcotte Nate, Rodriguez-Meehan Melissa, Stork Michele Garabedian
Department of Leadership, Technology and Research, Florida Gulf Coast University, Fort Myers, FL USA.
Department of Teacher Preparation Programs, Florida Gulf Coast University, Fort Myers, FL USA.
J Form Des Learn. 2022;6(1):53-62. doi: 10.1007/s41686-022-00066-0. Epub 2022 Jun 6.
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.
基于项目的学习（PBL）在K-12教育环境中越来越受欢迎。接触这种教学方法的学生比未接触过的同龄人表现出更高的学业成绩，以及积极的自我效能感和其他非学术技能。本研究采用定性方法，包括观察、作品收集、访谈和焦点小组，探索生物学专业学生对基于项目的学习经历的看法。特别是，我们利用一个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，学生们认为基于项目的学习对他们的自主性、自我效能感以及整体学习体验产生了积极影响。值得注意的是，学生们的描述揭示了他们对PBL的积极看法如何与基于项目的学习中精心设计的元素相对应。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。
