In this part of the book , project -based learning strategy are discussed. Research has shown that even the best students in the process of school bored revealed. In addition, there is a good learning school permanently winning students , are emphasized. Project-based learning, the theoretical background is summarized as follows : active construction, situated learning, social interactions , cognitive tools . Shallow understanding the reason for ineffective book design and teaching style. Therefore, similar to the behavior of scientists and students created a significant problem . Stages of a project-based lesson include: driving questions , situated in the inquiry , collabration , learning technologies, artifacts . As a result, in 1998-1999 and 2003-2004 surveys had demonstrated that the project-based learning showed no significant difference . Project-based learning provides to student construction of knowledge , analytical thinking , creative thinking , to interact with other group members.
1- 329 of the book page 'projects are widely used in social studies, arts and İngilizce classes.' sentence is located. Been used extensively in science education?
2- Described here is project-based instruction, do the same with the science course used performance-project?
in some part of the article it is emphasized that it is important to give feedback to students because researchs show that giving feedback on a students work is critical. but, in our own country too, it is not commen giving feedback among teachers..the reason behand this problem is that teachers cannot find enough time for each students artifact or homework in crowded classrooms.. to overcome this proble, as a suggestion, it is advised to give group feed back as an alternative in the article. another problem about giving feedback is the quality of feedback. many teachers do not know how to give affective feedback. ı personally started giving feedback to my students on their performans and ı am waiting to see the outcomes of my feedback. ı need to know how to give feedback in a scientific way. therefore, one of my question is about this
Q1:what are ways of giving scientific feedback on students work?
Q2:according to article,many learning scientist are developing new types of curricula. how should be a new curricula designed to use PBS more effectivelly?
project-based learning are discussed in this section. how to design a project-based learning environments for learning and learning environment characteristics described will be listed. mentioned in the history of the project-based learning theory. describes four basic idea underlying the science of learning. contributions to learning learning technologies are discussed. explained the concept of deep learning what can be done to make learning meaningful and deep-mentioned. The main feature of the five project-based learning are as follows: driving questions, situated in the inquiry, collaboration, learning technologies, and artifacts. Examples of these features are provided with the course of processing. discussed the importance of giving feedback. Student performance on curriculum-based posttests, compared to their pretest performance, showed statistically significantly gains across all projects in Detroit. For example, in both the 1998/1999 and the 2 000/2 001 school year,students using the Air Quality unit showed statistically significant learning gains.Three reasons help explain these gains: (1) each year we revised the materials based on anal-ysis of the test scores and observations of classroom enactments, (2) our Professional development efforts became more focused and (3) teachers gained experience in using the materials. Their studies of student motivation show that students’ attitudes in science remain positive. This is an important finding, considering that the literature reports that students’ attitudes toward science typically decrease substantially during the middle school years. 1. What is the difference from traditional science classes and project-based science classes? 2. related to air pollution, what can a teacher who wants to give students the scientific practice?
PBS has been mentioned in the chapter. There are five key features of PBS. these features are described in detail in the section. PBS is not a step by step as experiments. Students construct their own thing, and many are active in the process. This feature saves pbs student scientific thinking skills and science process skills. Students form the driving question. meaningful and interesting for the students questions that should be driving. As a scientist, then the students make observations, collect data and analyze that data. After analyzing the data, share ideas with others to create. but it is not easy for them. because students do not experience enough. in this approach, social interaction, feedbacks to important. This can be achieved through the feedbacks to teachers or peers. pbs teachers acts as a guideline. but teachers do not have enough features to implement PBS. 1_how teachers should be given training in PBS?
In this chapter the development of project-based learning , its importance and how it shoul be implemented is described. In the 1980s and 1990s, education researchers increasingly realized that when students are bored and unengaged, they are less likely to learn. All students are bored in school. Project-based learning allows student to learn by doing and applying ideas. Students engage in real world activities that are similar to activities that adult professionals engage in. Learning environments that are project-based have five key features: driving questions, situated inquiry, collaboration, learning technologies, and artifacts. Say the researchers “Although our research has focused on project-based science, the lessons that we learned apply to any subject area. Projects are widely used in social studies, arts, and English classes. In these subjects, project ideas tend to be passed down by word of mouth, or are developed from scratch by teachers themselves. For the most part these projects are not based in learning sciences research, and researchers have not examined the most effective ways to design these projects.”
Q1- Is not it more appropriate for the evaluation project-based approach? Q2- this approach is expensive, is not it?
In this part of the book , project -based learning strategy are discussed. Research has shown that even the best students in the process of school bored revealed. In addition, there is a good learning school permanently winning students , are emphasized. Project-based learning, the theoretical background is summarized as follows : active construction, situated learning, social interactions , cognitive tools . Shallow understanding the reason for ineffective book design and teaching style. Therefore, similar to the behavior of scientists and students created a significant problem . Stages of a project-based lesson include: driving questions , situated in the inquiry , collabration , learning technologies, artifacts . As a result, in 1998-1999 and 2003-2004 surveys had demonstrated that the project-based learning showed no significant difference . Project-based learning provides to student construction of knowledge , analytical thinking , creative thinking , to interact with other group members.
YanıtlaSil1- 329 of the book page 'projects are widely used in social studies, arts and İngilizce classes.' sentence is located. Been used extensively in science education?
2- Described here is project-based instruction, do the same with the science course used performance-project?
in some part of the article it is emphasized that it is important to give feedback to students because researchs show that giving feedback on a students work is critical. but, in our own country too, it is not commen giving feedback among teachers..the reason behand this problem is that teachers cannot find enough time for each students artifact or homework in crowded classrooms.. to overcome this proble, as a suggestion, it is advised to give group feed back as an alternative in the article. another problem about giving feedback is the quality of feedback. many teachers do not know how to give affective feedback. ı personally started giving feedback to my students on their performans and ı am waiting to see the outcomes of my feedback. ı need to know how to give feedback in a scientific way. therefore, one of my question is about this
YanıtlaSilQ1:what are ways of giving scientific feedback on students work?
Q2:according to article,many learning scientist are developing new types of curricula. how should be a new curricula designed to use PBS more effectivelly?
project-based learning are discussed in this section. how to design a project-based learning environments for learning and learning environment characteristics described will be listed. mentioned in the history of the project-based learning theory. describes four basic idea underlying the science of learning. contributions to learning learning technologies are discussed. explained the concept of deep learning what can be done to make learning meaningful and deep-mentioned. The main feature of the five project-based learning are as follows: driving questions, situated in the inquiry, collaboration, learning technologies, and artifacts. Examples of these features are provided with the course of processing. discussed the importance of giving feedback. Student performance on curriculum-based posttests, compared to their pretest performance, showed statistically significantly gains across all projects in Detroit. For example, in both the 1998/1999 and the 2 000/2 001 school year,students using the Air Quality unit showed statistically significant learning gains.Three reasons help explain these gains: (1) each year we revised the materials based on anal-ysis of the test scores and observations of classroom enactments, (2) our Professional development efforts became more focused and (3) teachers gained experience in using the materials. Their studies of student motivation show that students’ attitudes in science remain positive. This is an important finding, considering that the literature reports that students’ attitudes toward science typically decrease substantially during the middle school years.
YanıtlaSil1. What is the difference from traditional science classes and project-based science classes?
2. related to air pollution, what can a teacher who wants to give students the scientific practice?
PBS has been mentioned in the chapter. There are five key features of PBS. these features are described in detail in the section. PBS is not a step by step as experiments. Students construct their own thing, and many are active in the process. This feature saves pbs student scientific thinking skills and science process skills. Students form the driving question. meaningful and interesting for the students questions that should be driving. As a scientist, then the students make observations, collect data and analyze that data. After analyzing the data, share ideas with others to create. but it is not easy for them. because students do not experience enough. in this approach, social interaction, feedbacks to important. This can be achieved through the feedbacks to teachers or peers. pbs teachers acts as a guideline. but teachers do not have enough features to implement PBS.
YanıtlaSil1_how teachers should be given training in PBS?
In this chapter the development of project-based learning , its importance and how it shoul be implemented is described. In the 1980s and 1990s, education researchers increasingly realized that when students are bored and unengaged, they are less likely to learn. All students are bored in school. Project-based learning allows student to learn by doing and applying ideas. Students engage in real world activities that are similar to activities that adult professionals engage in.
YanıtlaSilLearning environments that are project-based have five key features: driving questions,
situated inquiry, collaboration, learning technologies, and artifacts.
Say the researchers “Although our research has focused on project-based science, the lessons that we learned apply to any subject area. Projects are widely used in social studies, arts, and English classes. In these subjects, project ideas tend to be passed down by word of mouth, or are developed from scratch by teachers themselves. For the most part these projects are not based in learning sciences research, and researchers have not examined the most effective ways to design these projects.”
Q1- Is not it more appropriate for the evaluation project-based approach?
Q2- this approach is expensive, is not it?