About this paper

Appears in:
Pages: 6729-6734
Publication year: 2015
ISBN: 978-84-606-5763-7
ISSN: 2340-1079

Conference name: 9th International Technology, Education and Development Conference
Dates: 2-4 March, 2015
Location: Madrid, Spain


Y. Naruse1, M. Shimizu1, I. Miyaji2

1National Institute of Technology, Toyama College (JAPAN)
2Okayama University of Science (JAPAN)
Project-based learning in specialized subjects is expected to help the learners acquire not only technical skills, but also the ability to use knowledge and to cooperate with others. We therefore held a class in which the students were to solve community issues using marketing techniques. The project planned activities to promote local economies in cooperation with local communities using vacant land through group activities that have been proven to be an effective mode of learning by past research results, developed a project mascot, and proposed a plan at a report meeting. The report meeting, held at a college, invited local companies and experts, who provided evaluation and advice.

Learners were surveyed using questionnaires before and after the project to assess any changes in their perceptions. It was found that the students had achieved overall improvement in their skills and knowledge. A reason might be that they had acquired the knowledge of purchasing behavior and gained motivation to create new products actively and to contribute to the local community while thinking in the perceptive of consumers (users) to develop a proposal for the promotion of the local economy using the vacant land.

An investigation of the relation between awareness and activities revealed that effective learning activities take into account research and analysis and assessment of others. The results suggest the students’ idea that the activities to assess the questions and advice given by others adequately facilitated their goal achievement. This implication is likely to be true because the advice of others helped define their goals and allowed them to have a sense of achievement. In addition, the group consultation activities require cooperative discussions with others, which the students might consider helped develop their cooperation and communication skills.

Details of the learning activities must be examined fully when implementing project-based learning. Future studies will address the further effectiveness of these activities by placing learning through cooperation with local communities, particularly in the curriculum.
author = {Naruse, Y. and Shimizu, M. and Miyaji, I.},
series = {9th International Technology, Education and Development Conference},
booktitle = {INTED2015 Proceedings},
isbn = {978-84-606-5763-7},
issn = {2340-1079},
publisher = {IATED},
location = {Madrid, Spain},
month = {2-4 March, 2015},
year = {2015},
pages = {6729-6734}}
AU - Y. Naruse AU - M. Shimizu AU - I. Miyaji
SN - 978-84-606-5763-7/2340-1079
PY - 2015
Y1 - 2-4 March, 2015
CI - Madrid, Spain
JO - 9th International Technology, Education and Development Conference
JA - INTED2015 Proceedings
SP - 6729
EP - 6734
ER -
Y. Naruse, M. Shimizu, I. Miyaji (2015) LEARNING ACTIVITIES FOR COMMUNITY PROBLEM SOLVING, INTED2015 Proceedings, pp. 6729-6734.